"AH  ■  'SSnOVdAS 


Zbc  Tllniversit^?  of  Cblcago 

FOUNDED  BY  JOHN  D.  ROCKEFELLER 


STANDARDIZATION  OF  THE 
SCHOOLS  OF  KANSAS 


A  DISSERTATION 

SUBMITTED   TO   THE   FACULTY   OF   THE    GRADUATE   SCHOOL   OF  ARTS 

AND   LITERATURE   IN  CANDIDACY  FOR   THE   DEGREE 

OF  DOCTOR   OF   PHILOSOPHY 


(department  of  education) 


U^\' 


JOHN  ADDISON  CLEMENT 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


flgents 
THE  BAKER  &  TAYLOR  COMPANY 

NEW    YORK 

THE  CAMBRIDGE  UNIVERSITY  PRESS 

LONDON   AND   EDINBUBOH 


Ube  XHniversit^  ot  Cbicaoo 

FOUNDED  BY  JOHN  D.  ROCKEFELLER 


STANDARDIZATION  OF  THE 
SCHOOLS  OF  KANSAS 


A  DISSERTATION 

SUBMITTED   TO   THE   FACULTY   OF   THE    GRADUATE    SCHOOL   OF   ARTS 

AND   LITERATURE   IN  CANDIDACY   FOR   THE   DEGREE 

OF   DOCTOR   OF   PHILOSOPHY 

(department  of  education) 


BY 

JOHN  ADDISON  CLEMENT 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


QS 


Copyright  1912  By 
The  University  of  Chicago 


All  Rights  Reserved 


Published  January  1912 


Coni(x>sed  and  Printed  By 

Tlie  I'niversity  of  Chicago  Press 

Chicago,  Illinois,  U.S.A. 


■it\ 


TABLE  OF  CONTENTS 

PAGE 

CHAPTER 

I.  General  Introduction 

II.  Statement  of  the  Problem  and  Methods lo 

III.  Comparison  of  Relative   Standing   of   Pupils   in   Grammar 
Schools,  High  Schools,  and  Colleges iQ 

IV.  General  Conclusions ^^ 


255767 


CHAPTER  I 
GENERAL  INTRODUCTION 

The  attempt  is  being  made  in  many  states,  and  in  particular  through- 
out the  states  of  the  Middle  West  -vvnth  their  state-controlled  systems 
of  education  extending  from  the  elementary  school  to  the  university 
and  college,  to  relate  and  unify  more  closely  than  has  hitherto  been  the 
case  the  primary  schools  with  the  secondary,  and  the  secondary  with 
the  higher  institutions  of  learning.  Some  of  the  forces  or  factors  in 
this  movement  have  not  originated  directly  in  the  schools  and  not  all 
have  been  equally  appreciated  or  consciously  operative  toward  the 
unification  of  state  school  systems. 

Obviously  one  of  the  first  steps  to  be  taken  toward  the  effective 
direction  of  these  factors  is  a  determination  of  the  actual  existing  con- 
ditions as  regards  the  correlation  or  lack  of  relation  between  the  different 
units  in  the  state's  educational  system.  One  of  the  readiest  means 
of  estimating  the  existing  relations  is  through  a  study  of  the  records 
made  by  the  students  who  pass  through  the  three  institutions  from 
primary  to  higher  education.  If  the  pupils  as  a  group  of  individuals 
maintain  about  the  same  relative  standing  in  their  work  as  they  pass 
from  one  institution  to  another  this  is  good  evidence  that  the  work  in 
the  institutions  concerned  is  closely  related,  and  it  will  be  one  object  of 
this  thesis  to  try  to  establish  this  contention. 

Several  years  ago  in  looking  over  the  high-school  certificates  kept 
on  file  at  the  University  of  Kansas  the  writer  became  interested  in 
making  certain  comparisons  of  the  standing  of  pupils  between  the  high 
school  and  university  and  it  occurred  to  him  that  it  would  be  interest- 
ing and  worth  while  to  go  farther  than  this,  and  on  the  basis  of  the 
estimates,  given  by  teachers  in  the  form  of  school  marks  attempt  an 
evaluation  of  the  relative  standing  of  pupils  on  a  sufficiently  compre- 
hensive scale  to  afford  a  reliable  measure  of  the  existing  relations  of 
educational  institutions  throughout  the  whole  state.' 

'  The  problem  taken  up  in  this  thesis  was  first  suggested  several  years  ago  by 
the  appearance  of  Professor  Dearborn's  bulletin  on  "The  Relative  Standing  of 
Pupils  in  the  High  School  and  in  the  University,"  Bulletin  No.  ji2,  High-School 
Series,  No.  6,  University  of  Wisconsin.  The  writer's  investigation  during  this  year 
has  been  carried  on  at  the  University  of  Chicago  under  the  inspiration  and  super- 
vision of  Professor  Dearborn. 


2  STANDARDIZATION   OF    SCHOOLS    OF   KANSAS 

The  problem,  then,  before  us  is  a  state-wide  canvass  of  the  existing 
conditions  in  respect  to  the  question  just  raised.  Obviously  not  all 
the  pupils  in  the  schools  of  a  state  could  be  studied,  from  merely  physical 
limitations  of  the  investigation,  but  it  is  beHeved  that  a  sufficiently 
\\dde  and  discriminating  sampling  of  the  school  population  of  the  whole 
state  has  been  made,  such  that  the  results  to  be  presented  are  reliable 
and  representative  of  the  actual  conditions.  Since  we  are  to  study  the 
schools  through  the  indi\aduals  who  pass  through  them,  the  more 
specific  question  at  issue  at  the  outset  is  to  point  out  the  relation  between 
the  scholarship  of  an  indi\ddual  in  his  earlier  school  career  and  the  scholar- 
ship of  his  later  career.  Do  pupils  who  have  a  good  standing  based 
upon  their  first  educational  endeavors  maintain  the  same  relative  stand- 
ing w^hen  they  pass  on  from  the  elementary  institutions  of  learning  to 
the  secondary  schools,  and  also  when  they  pass  on  into  the  higher 
institutions  of  learning  ?  And  do  pupils  who  begin  their  school  Kfe  by 
doing  mediocre  and  poor  work  respectively  maintain  their  relative 
positions  throughout  their  school  careers  ?' 

Granting  that  this  is  a  question  of  sufiicient  concern  to  justify  a 
careful  investigation,  it  is  assumed  that  one  legitimate  means  of  deter- 
mining the  relative  standing  of  pupils  from  year  to  year,  either  within 
the  same  institution  or  the  relative  standing  between  different  insti- 
tutions, is  through  the  records  which  have  been  preserved. 

Any  insistence  upon  the  importance  of  keeping  records  seems  almost 
unnecessary,  and  yet  a  few  very  commonplace  analogies  may  serve  to 
re-emphasize  the  importance  of  continuous  records  over  a  series  of 
years  in  any  kind  of  institution  whatsoever. 

Business  organizations  regularly  take  account  of  stock.  They 
make  an  exact  estimate  of  their  profits  and  losses  for  the  year.  On  the 
basis  of  past  records  and  on  the  basis  of  present  needs  and  demands 
they  plan  for  the  advance  year's  work.  Intelligent  methods  of  pro- 
cedure, and  intelligible  wa^^s  of  preserving  the  facts,  and  clear  means  of 
recording  the  progress  of  the  business  are  always  of  vital  concern. 
Manufacturing  plants  of  all  kinds  are  directed  and  controlled  by  persons 
who  know  precisely  the  amount  of  the  output,  together  with  its  quality. 
The  efficiency  of  such  plants  as  this  can  be  determined  best  through  the 
preservation  of  the  ways  and  workings  of  the  institutions.     And  in 

'  Since  the  records  only  of  the  pupils  who  graduated  both  from  the  grammar 
school  and  high  school  have  been  used  there  was  very  Httle  opportunity  in  this  study 
to  consider  the  problem  of  elimination,  and  of  course  in  the  part  of  this  thesis  which 
deals  with  the  three-institution  comparison  the  very  nature  of  the  problem  excluded 
the  question  of  elimination  before  the  first  year  of  college  work. 


GENERAL   INTRODUCTION  3 

order  to  get  a  proper  estimate,  the  records  need  to  be  preserved  through- 
out a  series  of  years. 

The  painstaking  care  of  all  scientific  biologists  in  the  cultivation  of 
the  many  forms  of  plant  and  animal  life  is  suggestive  for  the  modern 
educationist's  procedure. 

Great  progress,  too,  is  being  made  in  scientific  agriculture  through- 
out our  whole  country.  The  soil  is  scrupulously  analyzed  in  order  to 
discover  what  sort  of  seed  will  do  best  when  put  into  a  certain  quality 
of  ground.  Great  care  is  taken  to  breed  up  the  finest  quality  of  grains, 
plants,  and  animals.  Records  are  kept  covering  a  series  of  years  in 
order  to  get  a  scientifiqally  balanced  judgment  in  the  midst  of  varying 
conditions  caused  by  the  great  variety  of  factors  entering  into  the 
growth  of  any  one  single  product.  Similarly  there  is  sufficient  com- 
plexity in  all  the  affairs  of  the  mental  life  of  individuals  to  batifie  the 
untutored  mind  in  trying  to  make  analyses  of  the  progress  of  pupik 
from  year  to  year. 

Ignoring  for  our  present  purpose  many  analogous  points  of  interest 
to  be  found  in  these  business  concerns,  manufacturing  establishments, 
plant  cultivations,  and  agricultural  pursuits  relative  to  our  school 
system,  the  analytic  care  and  concern  which  extends  over  a  period  of 
years  is  one  principle  of  large  significance  to  be  carried  over.  The 
intelligent  preservation  of  intelligible  records  is  a  second  vital  principle, 
the  neglect  of  which  may  easily  be  discovered  by  any  thoroughgoing 
examination  of  our  present  systems  of  record-keeping  in  the  schools. 
And  yet  it  has  been  suggested  to  the  writer  a  number  of  times  by 
school  people  during  this  investigation  that  teachers  and  oflBicers  of  one 
institution  of  learning  should  not  be  expected  to  be  held  accountable 
for  the  progress  in  the  institution  to  which  the  pupil  passes  on.  One 
plausible  answer  to  such  a  query  is:  If  teachers  and  school  officers  are 
not  responsible  for  keeping  continuous  records  of  boys  and  girls  over 
a  period  of  years,  who  is  responsible  for  such  data  ? 

Everyone  grants  at  once  that  school  systems  are  institutions  which 
are  invaluable  assets  to  any  country,  state,  city,  or  community.  In 
the  United  States  one  hundred  years  ago  the  problem  of  education  was 
simpler  and  in  some  ways  even  primitive.  But  with  the  increasing 
complexity  of  our  social,  economic,  and  industrial  and  agricultural  life 
there  is  a  new  demand  made  upon  everyone  who  j^retends  to  help  guide 
the  educational  affairs  of  our  country. 

When  the  outside  occupations  in  the  home  life  supplemented  so 
largely  the  school  in  the  midst  of  that  simple  rural  community  life 


4  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

there  was  probably  not  so  great  need  of  elaborate  records.  The  whole 
process  could  be  grasped  more  easily,  and  consequently  results  could  be 
evaluated  with  considerable  accuracy.  However,  at  the  present  time  we 
have  accumulated  a  good  deal  of  experience.  We  are  surely  far  enough 
along  to  ask  now  with  a  considerable  degree  of  enthusiasm  and  seri- 
ousness, too:  What  are  some  of  the  tangible  results  of  all  these  years? 
What  is  the  real  efficiency  of  our  present  system  of  education  ? 

When  marks  are  recorded  in  a  complete,  accurate,  and  intelligible 
manner,  and  when  they  cover  a  series  of  years,  they  furnish  one  impor- 
tant means  among  many  of  evaluating  a  school  system.  Let  it  be 
clear  that  it  may  not  be  the  only  means.  But  since  marks  have  been 
used  and  are  now  used,  they  furnish  one  clue  to  the  eflSciency  both  of 
individuals  and  of  institutions.  While  this  study  deals  primarily  with 
the  relative  standing  of  individuals,  its  purpose  is  to  throw  light  upon 
the  efficiency  of  institutions. 

Professor  Dearborn  says: 

In  arguing  for  the  school  experiment  the  \\Titer  would  not  have  it  for- 
gotten that  in  existing  school  records  and  reports  and  in  present  school  prac- 
tices there  is  already  accumulated  or  available  a  body  of  data  which  if  properly 
evaluated  just  as  truly  represents  the  results  of  experimental  investigation 
as  new  experiments  might  do.  School  practices  always  represent  great  edu- 
cational experiments The  statistical  studies  of   Thomdike,   A>Tes, 

and  others  have  uncovered  results  which  it  would  take  years  of  new  experi- 
mentation to  establish.' 

The  nature  of  well-kept  records,  as  already  intimated,  is  a  question 
which  is  bound  to  force  itself  into  such  a  treatise  as  this.  There  is  Uttle 
doubt,  even  upon  a  most  casual  investigation,  but  that  we  are  in  need 
of  some  clarification  on  the  practical  side  in  record-keeping,  and  this 
may  or  may  not  necessarily  imply  a  need  for  absolute  uniformity  of 
standard  either  within  a  state  or  city  system,  but  it  certainly  impUes 
that  there  ought  always  to  be  intelligibility  and  probably  usually  trans- 
ferableness. 

The  great  variety  of  systems  used,  together  with  the  very  frequent 
incompleteness  of  records,  offered  two  of  the  greatest  difficulties  in 
collecting  the  data  for  this  study.  Since  it  is  not  always  easy  to  trans- 
late one  system  of  record-keeping  into  the  terms  of  another,  it  is  often 
impossible  to  push  comparative  results  as  far  as  it  is  really  desirable 
in  order  to  get  a  wholly  satisfactory  measure  between  institutions. 
Sometimes  it  was  possible  to  supplement  incomplete  and  inaccurate 

'  School  Review  Monograph,  No.  i. 


GENERAL   INTRODUCTION  5 

data  by  the  knowledge  of  teachers  and  principals,  but  in  many  cases 
such  types  of  data  as  this  simply  had  to  be  discarded. 

It  may  be  of  significance  on  the  practical  side  to  mention  a  few  more 
facts  in  detail  on  the  side  of  incompleteness  of  records.  In  the  first 
place,  many  records  are  literally  buried  in  the  dust  of  an  attic,  or  in  the 
basement,  or  in  the  trash  room  of  some  school  building.  Others  are 
scattered  either  among  individual  pupils  or  sometimes  among  teachers 
who  possess  private  books  containing  the  marks  of  pupils.  And  most 
exasperating  of  all,  there  have  been  a  very  considerable  number  burned  or 
destroyed  soon  after  the  pupil  leaves  an  institution  and  not  infrequently 
before  he  barely  passes  out  of  the  hands  of  the  institution.  This  is  not 
an  attempt  at  rhetorical  phraseology  but  an  honest  statement  of  facts 
experienced  during  this  investigation. 

On  the  other  hand  there  was,  of  course,  no  school  visited  but  that  it 
had  some  feature  worthy  of  commendation  in  some  aspect  of  its  mark- 
ing system  at  one  time  or  another.  It  certainly  would  be  a  profitable 
piece  of  work  for  someone  to  collect  the  strong  features  of  all  the  sig- 
nificant systems  of  record-keeping  in  our  various  schools,  probably 
including  some  large  business  estabhshments,  and  then  from  this  work 
out  a  more  satisfactory  plan  than  now  exists  in  any  one  separate  school 
system.  Probably  the  one  element  in  such  an  attempted  scheme  or 
plan  as  this  ought  to  be  the  element  of  simplicity,  for  what  we  need  in 
a  well-de\Tised  marking  system,  and  the  preservation  of  it,  is  simplicity 
as  well  as  completeness,  accuracy,  and  intelligibility  just  so  far  as  it 
can  be  carried  without  destroying  its  significance  and  workableness. 
Who  is  better  qualified  than  administrators  with  wide  experience  and 
enlightened  scientific  vision  to  perform  such  a  task  as  this  and  thus 
render  a  great  service  to  the  practical  working  of  our  school  system  ? 

With  respect  to  the  nature  of  the  markings  used  there  is  in  actual 
practice  great  variation.  In  some  schools  letters,  in  others  numbers, 
and  in  others  percentages  are  used  to  indicate  the  standings  of  pupils 
in  the  different  subjects,  and  in  other  schools  fractional  numbers  as  well 
as  integral  numbers  Where  the  letters  or  numbers  have  been  used  as 
estimates,  frequently  these  were  accompanied  by  the  plus  or  minus  sign, 
which  in  this  case  widens  somewhat  the  range  of  estimates  -within  a 
scale  of  grading.  Whether  the  range  of  the  scale  of  grading  is  wider 
in  many  schools  in  theory  than  is  actually  carried  out  in  practice,  and 
whether  a  merely  three-estimate  basis  is  satisfactory,  are  points  that 
will  be  furnished  with  a  further  basis  of  judgment  in  the  actual  charting 
of  the  marks  farther  along  in  this  treatise. 


6  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

As  to  the  form  in  which  records  have  been  either  temporarily  or 
permanently  preserved  there  is  a  wide  variation  in  practice,  and  as  to 
the  form  in  which  they  should  be  preserved  there  is  much  difference  of 
opinion.  In  some  of  the  grammar  schools  records  were  preserved  only 
in  the  private  books  of  the  individual  class  teachers;  in  others  these 
marks  had  been  transferred  to  large  loose  sheets  on  file  in  the  principal's 
office.  The  most  satisfactory  ones  had  been  preserved  in  large  bound 
volumes  accessible  to  all  the  teachers  and  school  officers,  of  which  type 
several  schools  had  records  extending  back  for  ten  or  twelve  years. 

In  the  high  schools  the  temporary  records  on  the  whole  had  been 
placed  upon  cards  filed  in  boxes  alphabetically  arranged  and  the  per- 
manent records  had  been  preserved  in  large  bound  volumes.  Some 
colleges  prefer  very  much  the  loose  or  removable  leaf  to  the  large  bound 
volume  which,  too,  would  no  doubt  be  a  satisfactory  plan  for  the  high 
schools. 

In  this  discussion  an  emphasis  on  the  preservation  of  records  that 
cover  a  period  of  years  has  a  large  significance,  for  without  this  it  is 
scarcely  possible  to  get  an  estimate  of  pupils  as  they  pass  from  one 
institution  to  another,  and  consequently  impossible  to  get  a  measure  of 
efficiency  between  various  institutions. 

Now  in  one  large  city  studied — not  in  Kansas — it  is  customary  to 
send  up  to  the  high  school  certificates  containing  the  grades  received 
by  the  pupil  in  the  different  subjects  studied  during  the  last  year  of 
the  grammar  school.  In  the  high  schools  of  Kansas  it  is  the  practice 
to  send  certificates  containing  the  high-school  marks  to  the  colleges  to 
which  high-school  graduates  go.  It  would  be  a  comparatively  simple 
matter  to  place  upon  this  certificate  sent  by  the  high  schools  to  the 
colleges  at  least  the  standing  of  the  pupil  in  the  eighth-grade  work,  and 
consequently  this  would  furnish  a  Hne  on  the  standing  of  the  individual 
in  the  three  institutions  of  learning  from  primary  to  higher  education. 
Such  data  as  this  kept  on  file  in  the  vaults  of  the  colleges  would  not 
only  be  the  means  of  furnishing  a  line  on  the  school  career  relative  to  the 
scholarship  of  a  pupil,  but  with  a  sufficient  number  of  these  files  a  more 
adequate  measure  of  the  institutions  throughout  the  state  could  be 
obtained. 

Two  features  found  in  the  practice  of  two  different  high  schools 
tended  toward  a  preservation  of  complete  and  intelligible  records.  In 
one  high  school  the  eighth-grade  standing  had  been  recorded  in  the 
same  bound  volume  on  the  same  page  with  the  complete  high-school 
standing.     In  another  high  school  it  was  possible  to  tell  from  the  record 


GENERAL    INTRODUCTION  7 

just  when  ;i  pupil  did  lake  a  certain  sul)ject.  If  a  fourth-year  pupil 
look  a  lirst-year  subject  for  some  reason  or  another,  it  was  clearly  indi- 
cated; that  is,  the  record  showed  precisely  the  order  in  which  the  pupil 
actually  took  his  work. 

The  records  used  in  tliis  thesis  were  in  part  secured  from  the  cer- 
tificates on  file  at  the  colleges,  and  in  part  from  the  files  in  the  ofiices 
of  school  principals  and  school  superintendents.  Approximately  5,000 
records  of  high-school  graduates  were  collected.  But  comparatively 
few  of  these  could  be  traced  back  into  the  elementary  school  and  also 
up  into  the  college.^ 

The  attempt  has  been  made,  as  stated,  to  secure  records  from  as 
nearly  representative  schools  as  possible,  attention  being  given  to  size, 
location,  organization,  and  to  records  covering  a  series  of  years  sufficient 
to  be  significant. 

The  cities  represented  within  the  state  of  Kansas  vary  approximately 
from  100,000  to  5,000  in  population.  Several  cities  of  50,000  popula- 
tion are  represented,  and  several  of  15,000.  Some  towns  smaller  than 
those  of  5,000  population,  too,  have  been  used  in  the  comparisons. 
Two  large  cities  and  tw^o  smaller  towns  in  other  states  than  Kansas 
have  been  included  in  part. 

The  larger  cities  here  concerned  in  Kansas  are  distributed  geographi- 
cally over  the  north,  east,  south,  and  middle  west  of  the  state.  There  are 
probably  not  sufficient  varying  factors  in  these  schools  on  the  social  side  to 
affect  them  very  materially.  At  least  in  such  an  agricultural  state  as  this 
class  distinctions  as  yet  play  a  comparatively  minor  part  in  school  life. 

The  general  method  of  procedure  used  in  this  study  has  been  used 
chiefly  by  Professor  Dearborn,  Professor  Thorndike,  and  Mr.  Ayres. 
In  addition  to  its  value  in  securing  accurate  results,  one  of  its  chief 
virtues,  it  is  beheved,  is  its  problem-raising  power,  which  has  always 
been  regarded  a  valuable  part  of  any  \dtalizing  philosophy  or  science. 
And  this  method  will  perform  a  large  service  if  it  succeeds  in  raising  many 
significant  questions,  whether  it  succeeds  in  furnishing  an  answer  to  all 
the  practical  difficulties  involved  in  the  problems  or  not. 

Since  it  is  frequently  true  in  the  field  of  pedagogy  that  mere  opinion 
and  off-hand  momentary  estimates  or  snap-shot  judgments  have  been 

'  The  writer  is  deeply  indebted  to  the  many  principals  and  superintendents  and 
trained  helpers  who  so  kindly  assisted  in  collecting  the  material  used  in  this  thesis. 
It  is  impossible  to  be  personal  in  my  thanks  to  all  the  persons  who  assisted.  While 
the  whole  study  will  be  made  as  impersonal  as  possible,  a  private  record  of  all  results 
will  be  preserved,  so  that  in  case  any  principal  or  superintendent  desires  to  inquire 
as  to  the  particular  results  of  his  school  he  may  do  so. 


is  STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 

substituted  for  the  statement  of  facts  well  tested  through  a  scientific 
method  of  inquiry,  this  newer  method  of  approach  in  education  ought 
to  have  much  value.  It  is  the  purpose  of  this  treatise  to  try  out  many 
cases  before  drawdng  conclusions.  In  all  cases  the  conclusions  are 
regarded  as  subject  to  revision,  and  they  will  need  to  be  tried  out  by 
other  persons.  But  even  such  temporary  resting-places  are  much  better 
for  educational  procedure  than  are  the  random  and  dogmatic  judgments 
too  often  found  in  our  pedagogical  literature.  This  does  not  mean  to 
condemn  whatever  has  been  good  and  valuable  in  our  present  practice. 

Investigators  who  try  to  use  marks  as  one  basis  of  evaluating  some 
phase  of  a  school  system  cannot  assume  the  role  primarily  either  of 
critics  or  prophets.  It  is  their  business  to  indicate  as  accurately  as 
possible  the  results  of  the  existing  practices  of  our  school  system.  The 
by-products  which  come  with  such  an  investigation,  however,  should 
not  be  regarded  as  unimportant. 

One  hears  frequent  questions  of  doubt  as  to  whether  a  scientific 
evaluation  in  education  is  possible.  It  is  commonplace  for  school 
people  even  to  ask,  "How  can  mind,  being  so  complex,  be  estimated 
upon  the  basis  of  marks?"  And,  "Does  not  the  personal  equation  of 
the  teacher  practically  vitiate  all  comparable  results?"  "Is  not  the 
individuality  of  the  pupil  suppressed  by  trying  to  subject  it  to  any 
uniform  or  translatable  system  of  grading?" 

These  questions  do  suggest  obvious  difficulties.  But  is  mere  com- 
plexity of  mind  to  baffle  us?  An  objection  of  this  sort,  while  appar- 
ently baffling,  will  not  stand  the  test  of  any  thoroughgoing  analysis. 
To  admit  that  the  mind  activity  of  the  pupil  is  too  complex  to  be  evalu- 
ated in  any  sense  is  partially  to  admit  that  we  are  not  worthy  of  the 
trust  of  educating  children.  Marks  in  some  sense  should  indicate  a 
real  analysis  on  the  part  of  the  teacher  of  the  child's  mental  abiHty.  It 
is  not  the  purpose  of  a  scientific  study  of  education  to  ignore  the  impor- 
tance of  all  the  humanizing  influences  of  teachers  through  their  different 
personalities.  But  it  is  our  duty  at  times  as  educationists  also  to  make 
even  a  somewhat  cold-blooded  analysis  of  our  system  on  its  own  account. 

Any  far-reaching  system  of  marking  which  we  may  later  on  evolve 
will  take  account  of  all  types  of  individuality.  Both  the  weak  and  the 
strong  will  be  estimated  according  to  their  real  abilities  and  will  be  rated 
in  such  a  way  that  results  will  be  comparable  throughout  any  one 
system  or  between  one  system  and  another. 

In  the  midst  of  our  much-debated  questions  of  the  relation  of  primary 
to  secondary  education  and  especially  of  the  relation  of  the  high  school 


GENERAL    INTRODUCTION  9 

to  college,  we  need  to  cause  these  institutions  to  look  intelligently  back 
and  forth  at  each  other.  Reciprocal  action  and  adjustment  is  one  need, 
if  not  the  great  need,  of  primary,  secondary,  and  higher  education.  If 
we  are  going  to  unify  these  different  stages  in  any  adequate  sense,  one 
means  for  bringing  it  about  is  through  such  an  investigation,  based  upon 
well-tested  results,  as  will  show  the  actual  facts  resulting  from  jjresent 
practices. 

In  order  to  get  any  basis  for  standardization  of  schools  in  any  state 
it  will  be  necessary  to  find  out  as  accurately  as  possible  what  are  the 
actual  relations  existing  between  various  institutions  with  reference 
to  present  practice.  After  having  determined  such  relations  through 
the  relative  standing  of  pupils  on  the  basis  of  scholarship  or  marks 
recorded,  it  will  be  somewhat  more  easy  to  say  what  amount  of  reten- 
tion we  ought  to  expect  to  obtain  between  the  different  schools. 

The  following  discussion  will  therefore  attempt  to  set  forth  legitimate 
means  and  methods  for  ascertaining  reHable  facts  relative  to  present 
practice,  and  then  on  the  basis  of  such  results  venture  a  statement  as  to 
what  we  may  have  a  right  to  expect  with  reference  to  the  amount  of 
retention  within  a  standardized  state  school  system. 


CHAPTER  II 

STATEMENT  OF  THE  PROBLEM  AND  METHODS 

As  has  been  indicated  in  the  introduction,  the  specific  problem  is 
concerned  with  the  relative  standing  of  pupils  in  the  several  institutions; 
namely,  grammar  school,  high  school,  and  college.  The  present  dis- 
cussion wall  deal  with  a  comparison  between  the  standing  of  pupils  in 
the  grammar  school  and  high  school ;  a  comparison  between  the  standing 
of  pupils  in  high  school  and  the  same  students  in  college;  and  lastly 
a  comparison  of  the  standing  of  the  individuals  who  have  attended  all 
three  of  these  school  institutions  from  the  lower  to  the  higher.' 

The  general  attitude  in  the  second  part  of  the  discussion  referred 
to  above  (the  high  school-college  comparison)  is  w^ell  illustrated  in  the 
University  of  Wisconsin  Bulletin  wTitten  by  Professor  Dearborn: 

The  admission  to  college  of  students  from  the  accredited  schools  is  deter- 
mined almost  entirely  by  school  records  or  standing  of  the  applicants,  although 
there  is  an  occasional  admission  made  which  is  not  based  wholly  on  the  pre- 
vious record  of  the  pupil.  One  purpose  of  this  study  is  to  inquire  into  the 
efhciency  of  this  method  of  admission  to  college  by  determining  to  what  extent 
and  how  accurately  the  high-school  records  forecast  w^hat  pupils  are  likely  to 
do  in  the  way  of  scholarship  in  the  college  or  university.  The  main  problem 
is  somewhat  more  general  than  this  and  of  wider  interest;  namely,  to  what 
extent  students  maintain  in  the  university  the  relative  rank  which  they  held 
in  the  high  school.  That  is,  are  the  best  and  poorest  students  in  the  univer- 
sity those  who  stood  respectively  highest  and  lowest  in  their  high-school 
classes?  Is  the  "average"  student  in  the  university  class  identical  with  the 
"average"  high-school  pupil  of  a  few  years  previous?  Or  is  it  true  that 
these  relations  are  to  a  considerable  extent  reversed  and  that  many  of  those 
who  do  poorly  are  quite  as  likely  to  lead  their  classes  in  the  university  as  those 
whom  the  high  school  considered  its  better  students  ?^ 

It  has  been  stated  above  that  college  students  in  Kansas  are  admitted 
through  a  certificate  granted  by  the  various  high  schools  to  the  grad- 
uates, although  a  considerable  number  of  students  do  enter  the  colleges 

'  These  comparisons  will  be  supplemented,  in  the  first  two  sections  of  chap,  iii, 
by  a  comparison  of  pupils  within  the  grammar  school,  and  also  within  the  high  school 
itself. 

=  Bulletin  of  the  Universily  of  Wisconsin,  No.  ji2,  High-School  Series,  No.  6, 
pp.  7,  8. 


STATEMENT    OF    THE    PROBLEM    AND    METHODS  II 

on  conditional  terms  after  ha\'ing  done  as  much  as  three  years  of  high- 
school  work.  The  standings  or  marks  which  are  found  on  these  certifi- 
cates, or  else  the  standings  as  recorded  in  the  offices  of  the  high  schools, 
serve  as  a  basis  of  the  high-school  and  college  comparisons. 

There  is  not  absolute  uniformity  in  these  certificates,  though  in 
general  they  are  alike.  Some  schools  make  a  practice  of  sending  only 
the  grade  made  during  the  second  semester  of  the  year  in  any  subject. 
Other  schools  average  the  standings  of  the  two  semesters'  work  in  any 
subject  for  the  year  and  place  this  estimate  upon  the  certificate  sent 
to  the  college.  Occasionally  certificates  simply  indicate  that  the  student 
has  passed  in  his  high-school  subjects  but  no  grades  are  reported.  Some 
of  the  schools  which  use  the  letters  or  figures  do  not  interpret  these  in 
terms  of  per  cent. 

Since  it  is  very  difficult  to  get,  at  present,  a  large  number  of  pupils 
who  have  attended  all  three  of  these  institutions,  the  other  separate 
comparisons  within  the  respective  institutions  of  the  grammar  school 
and  high  school,  and  those  between  the  grammar  school  and  high  school, 
and  further  those  between  the  high  school  and  college  have  all  been  used 
as  a  sort  of  check  of  investigations.  Probably  the  most  original  part  of 
this  study  is  the  comparison  made  between  the  pupils  who  attend  all 
three  institutions,  since  no  one  so  far  has  done  this  particular  piece  of 
work. 

There  are  many  other  problems  than  this  one  of  the  relative  stand- 
ing of  pupils  which  could  be  worked  out  from  this  same  body  of  material 
collected  for  the  present  purpose,  and  for  those  who  care  to  do  it,  other 
comparisons  could  be  made  from  the  charts  just  as  they  stand.  There 
is  opportunity  for  comparing  various  systems  of  grading.  The  relative 
standing  of  the  same  individuals  in  various  subjects  could  be  deter- 
mined. From  this  same  body  of  data  a  comparison  of  small  high  schools 
and  the  relative  standing  of  the  pupils  of  the  large  high  schools  could 
be  carried  on.  One  could  test  the  standing  of  pupils  in  required  and 
elective  subjects.  One  could  compare  the  standing  and  scholarship  of 
boys  and  girls.  One  could  tell  accurately  out  of  5,000  pupils  how  many 
of  them  had  pursued  Latin,  modern  languages,  or  any  other  subject. 
But  whatever  by-products  may  come  out  in  this  discussion,  they  are 
all  secondary  to  the  main  problem  dealing  with  the  relative  standing 
of  pupils  in  different  institutions. 

The  old-Hne  subjects  have  been  used  exclusively.  It  will  readily 
be  observed  that  the  subject  of  English  has  been  most  frequently  used 
in  the  comparisons.     It  serves  better  than  any  other  subject  to  give  a 


12  SI  ANI>AI-'l)l/.\rinN    OF    SCHOOLS    OF    KANSAS 

\()t\j!,  line  on  I  Ik-  idipil's  work  ;iii(l  s(  liool  ( .iiccr.  The  riT|uirc'd  amount 
of  I'liij^lisli  ill  iiKi  .1  (.1  lli(-,c  lii;,';li  s(  liools  is  llircc  years;  a  few,  however, 
do  four  years'  w<jik.  In  llic  main,  I  lie  (oiuparisons  between  different 
institutions  are  carried  on  Ix  lw<en  I  lie  same  subjects.  Enj^lish,  how- 
ever, in  the  grammar  m  liool  is  used  in  a.  few  inslaiices  as  a  basis  for 
comparison  with  l.alin  and  iiiodern  lan^'uaj^es,  as  well  as  with  I'aij2;lish 
in  till'  lii^di  s,(  liool.  Manual  Irainiiifj;  was  nt)t  j^eneral  enough  in  the 
s(  liool  ,  <  (iiK ciiied  a^;  iai  bac  k  as  it  was  necessary  to  jj;o  for  some  ol  the 
record  .  in  i>\i\r\    lo  be  considered. 

'I'lie  iiiiIIkmI  one  uses  in  lliis  sort  of  iii\(s1  i^al ion  is  more  or  less 
d.  leimiiied  by  (lie  naliiK  of  (lie  data  at  hand.  Tlie  pradiiv  of  keejiiiiK 
■<  liooj  ie(oid',  iii\(il\(s  many  \aiiable  factors.  Some  schools  record 
only  yearly  eslimales,  oilier;,  redud  both  semester  estimates.  Still 
ollieis  let.iid  an  a\fraf^',e  ol  I  lie  l\vo  semester  estimates.  Where  the 
I  wo  semesleis'  ni.ii  I.',  wcie  a\  ailable  I  he  a\cra}.',e  of  this  was  always  usi'd. 
The  gical  nia|oiil\  ol  ihe  hr.l  \eai  lollej-^e  retdrds  ii'.ed  re|t!fsent  an 
lIveraK''  ol  Iwo  ■eme  hi-,  o|  woik.  riiere  was  |.'real  dilli(nll\'  in  deter- 
miiiiii)'  in  niaiM  hirh  ■«  hook,  and  in  Mune  t  o|le;.',es  in  what  Ncai'  nitain 
■aibjeil'.  Ii.iil  been  |iiiitied  I'lie  axei.U'.es  which  lia\c  been  used  are 
usualb'  avciUf-M'.  m  .hll.  u  nl  \c.ii',  ol  I  he  •,aine  Mibjet  I  i.ilhei  lli.in  a\cr- 
u^-M's  ol  \  aiiou'.   aibn  I  !•. 

(  >iH  ol  Ihe  mo, I  de.liiibin?',  a'.|.e.  I-,  ol  ihe.  w  hole  ;,liid\  has  been  t  he 
allem|il  lo  li.iiej.ile  •,,!(  i-.l.u  loi  i|\  I  he  v.iiious  s\'.leiii'-  ol  maikim^  into 
tom|.,M.ibli  loine,  Ihe  b.i-.e-.  ol  I'ladiiii-  icpreMiiled  b\  the  collcf^'cs 
aie  Ih,  lellei-,  ,j.  /'.  ,  ,  .iiid  I  h>'  liiMiif,  i  ,  .',  ;,  .ind  I  he  oidm.iiy  peici'iita^e 
jiyslem  Some  ol  ihe  Iumiu".,  lio\\e\ei,  .lie  -.(.iled  m  tiiins  oi  peri'cnt- 
Jlgcn,  lot  c\am|tle,  m  one  iieailudon   i   u  pier-enlr.  oo    loo,    j,  So  i)o,  and 

The  m.iik-.  u-.ed  b\  hif^h  schuoU  vaiy  bom  ihe  piMicntage  system 
l«'ih.  u  ..  ol  ih.  leders  .»,/>,  c;  «^,,/',  ,»{,•  ♦»,  ^»;,  »/.  !\  w  ,1  h  1  he  oi  casional  use 
"I  I  he  |>hi  ,  .Old  mime.  The  li^UICM  1.  .',  ;,  .\  ,iie  lii\iui'Utly  USCvl.  lOO, 
wilh  Ih.  pill  .in>l  mime.  1 11  I  he  i-i.imm.ii  •,»  hov>|s  ihe  per-cent  system  is 
uicd  loi'cihei  wiih  Ihe  leiiers  ,1,  /».  .,'  f'.,', ,«;.  to^i^iethei  with  f*\  r^,  f^',  H,«^^ 
iudlcidiiin  01 ,  o  ■,  o  V,  el,  ,  »,  J,  ^\y  ,\  \\\\\\  U'vi\\w\\\  use  of  phis  and  minus; 
>.  \\,  \\,  \\,  »i>  A  lew  sehuoU  it»si,sled  on  \\o\  \\\\\w'\\v^  the  leuers 
i\\u\  li.mu»'M  lo  <»u\  piMeeuliige. 

The  ifium'  ol  ,m(uliui\  In  HiiMUtUiU"  sohovvls  varied  fiwm  oo-ioo,  70- 
\s\\\,  \'s  \\\K\,  ill  hinh  M»  hoojs.  hum  ov\  ux\  jv^  loo,  75  rj^,  75-100,  So- 
\^^^\,   \\\  Ihe  MillcfV'-^  ,''*  »»'>>  and  ;•>  >v\v     Tht^  raiX);^^  of  gradui^  will 

t^how  «  Icdih   III  Ihe  I  hinl^  ol  .  hap    in 


SI  A  ri'.MI'.N  I'    Ol'     nil'.    I'UOIll.l'.M    AND    MI'.I'IIODS 


K^ 


In  iiilri  \  HW.  willi  llic  (lillciciil  :,(lii>(i|  |  iiiiH  i|  i.i  h.,  Mi|  ici  in!  ciHltlit  S, 
|c;ii  li.i,,  .1:1.1  .illiici:.  williin  llic  .line  •,.  Ii...,l  ih.i.-  u.i'.  Ii((|ii(iill\  ;i 
|;i(  k  >>l  ilcliiiitciH'M.  ol  o|.inu.n  ii|>..ii  Ihc  ml  ci  |  >i('l  .il  i.>ii  ..j  111. ill.;,  in 
;i.hl.il  ii.'.c.  One  .,111  :,.,ii.<l\  .i\oi.l  ici.liiii,'  llic  . .mi.  In  1. Mi  lli.il  ||i,i,- 
li;is  l.f.Mi  ;i  i-.ic.il  .I.mI  ..1  i.ij'.i'.-.l,  li,i|.li.i  .11.1,  .111.1  lniii|.in!'.  oil  u.mI.  .I.mi.- 
ill  lliis  in.ilU'i  i>\  i.iliii.!',  iii.liv  i.lii.il  .  II  .1  iii.iil.iiii',  '.N'.h'iii  I'.  I.>  In-  ol 
;iii\'  ;i((.Miii!  .il  .ill,  il  iiiir.l  ii..  <■  ...i  1  il\  lie  111. mc  IIi.iii  .1  i.iii.I.mii  in. much 
l.ii\'  (|('(  isioii  On  Ihc  olhci  li.in.l,  lIuu'  w.c  n.>'..  Ii.>.>|  uln.  li.li.l  ii.>l  li.ivc 
sonic  si  I.  Ml)'  p.  Mill  III  ils  111.11  kill!',  s\  '.Icin,  .m  in  I  lie  kcc|Mn)'  ol  il,  ic.  .M(I;>. 
Bill  il  is  n.>l  iiili.'.|ncnll\  lli.'..i'.c  lli.ii  .mi.-  w.ikI  |Min.  iji.il  .m  \\\y\\  ..  Iiool 
prill.  i|);il  is  \(i\  Mill.'  in  l..n.  Ii  uilli  In.  ihij'.IiImm  in^;  s.  Ii.m,|,  Ii.i\v<'\ci 
.i':oo(l   I  Ins  s\-,lcin   iii.iN    I.e. 

riicic  is  ;i  siilli.  KiilU  l;ii)',c  hodv  ol  wclllcslc.l  ni.ihii.il  licic,  il 
(dllc.lcd  iiil.i  .1  tinili.'.l  i.Min,  lo  Iniin.li  I'ln.l.in.c  .iml  .1  uoikin^'.  Iiasis 
i.M  .III  I.  I.mI  s.  h.Mil,  |>.i||i  in  pi.i.  Ii.  .-  ,111. 1  iIk.mn  .  One  ol  Hie  .mi  I  (.Miles 
ol  llicse  in\csli)'.ili.Mr,  .mi)',IiI  lo  li.-  llic  o.  .  .cumiiii)'  ol  lice  .lis.  iissioiis 
:is  III  Ihe  liesi    ni.ili.i.k.  .il   i.iliii;'.  |mi|mI'.,  .111. 1  .>l   .illici   .|n.".li.ins  \il:il   lo 

III.'  |)io)',i.".s  .>l  .iii\   '..  li.>ol  uln.  h  iM.'l.n.k.  \i,  l>.'  I.'ini.'r.l 

I'll.'  '..  h.Mil'.  uill  \>r  iiiinil..'i..l  III. I.. 1.1  ..I  n.ini.'.l,  sin..-  lli.'  'Iii.In  is 
inl.'ii.lc.l  lo  II.'  .1'.  ini|><'i'..Mi;il  .v.  p.r.'.iM,'.  Il  uill  11. il,  liou.'v.i,  !>.- 
|>.>ssil>l.'    I..    niiiiil.<'i     .ill    Ih.'    )'i.iinin.ii     '..  Ii.>.>k.    '..'|  ..11 .1  I.In  I'Imn     Ii.iv.' 

Ii.'in  .  h.nl.'.l  III  .  oinp.i'.il.'  I.miii  in  llic  \.iii<mi'.  .  iln-.  .111. 1  .ill  Ii.im'  Imiii 
^'iv en  <Mic  nnnilx'i   .e.  1 .  pi  .".en I  in;'.  I  he  |',i  .iiinn.i  1    ..  li.i.  i|. 

'I'll.'    iiKijoiilv    .'I    III.'    ..Miip.iii'u.ns    ill    III.'    yu 11.11    s.  I1...J    III.  In.!.' 

onl\    III.'  cii'lilh   I'l.i.l.'.  .111.1   lli.>'..'   in   III.'  I. .11.')'.'   Ihi'   in. I    \..ii        In  on.' 

I:ii7'c  .il\    III.'    ,.'\.'nlli   .1-1.1.1.'   ..Miipl.'l.",   III.'  )','• ■!'     'I I    u"ik.      In 

Ihi'.  .;i'..'  III.'  '..'V.'iilh  .i'l.i.l.'  Ill  pi. I..'  ol  III.'  <'i)',lilh  1.  11... I  .\  liinil..| 
nnnili.'i'   <il    .as.".   Ii:i\.'    h.'.n    li.i...!    iIii.mij'Ii    iIi.'     isIIi,     ..'vinlh,   .i;'hlli 

)',ia.l.".,   llnoiij'Ji   Ih.'   Iiij'li    ..  h.Hil   nil.,   ih.'   iniiv  .1  .il  \  ,  ,111. 1 p.iii..>ii 

mail.'  h.'lu.'cn  llic  '.l.in.lmi'.  .il  lli.s.'  piipik.  in  lln'  ihi..  .Ml.  i.iil  iii.li 
lulioiis. 

Wherev.'i'  Hi.'    .1  an<liii|','.  ol   in.liM.liial'.  Iiav.-  Im'.ii   111.I1..1I..I   mis 

.il  p<'i.<'iila)',<'  III.'  ..iiiK'  )',i.iphi.  '.(Iieiii.'  i',  ii'.c.l  a'.  Ilial  I.miii. I  in  llie 
l.iill.lin  ol  III.'  Ilni\.'isily  "i  \\'is..Mism.  "  Km  \\  .lii.l.'iil  ulio,.'  ni.iiks 
or  ).Ma.les  eiil.'i  inl.i  lliis  -.In.ly  h.e.  In-.n  a.  .i;',ii<  .1  .111  in.liM.lii.il  iimnlicr. 
.  .  .  .  'I'll.'  sin.l.'iil'',  lank  i',  in.li.ah.l  l.y  pla.  iiik  his  nninl..i  .il...ve 
the  pi.>pei  )',ia.|e  ill  ill.'  11.  ti  i/..  Mil  a  I  si  ah'  .il  inaiks  as.  .'iiian^',.'il  in  Ih.' 
a.  I  .Miipan\  ill)'  1  liai  I  "    (p.    r, ). 

When  Ih.'  laii)'.'  ..I  r,i'"liiic,  is,  lor  example,  Ii.mii  y^,  lo  10.,  p.i  icnl, 
01    lioni    (i.>   1.1    io.>,    lli.'ii    an    iii.li\  iilnal' .    mmiU.i    1.    pla..'.l    al>o\.'    lli.- 


14  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

horizontal  line  over  the  grade  which  indicates  his  standing.  After 
the  distribution  of  marks  is  made  in  the  charts,  the  individual  numbers 
are  divided  into  three  equal  groups  or  di\dsions  called  "tertiles." 

Those  numbers  which  occur  in  the  high  third  in  any  chart  which  is 
used  for  a  basis  of  comparison — for  example,  between  the  grammar- 
school  English  and  high-school  EngUsh — are  starred  in  the  high-school 
chart  representing  the  high-school  EngHsh.  That  is,  if  a  certain  number 
occurs  in  the  first  chart  in  the  high  tertile  it  will  be  starred  in  the  second 
chart  with  which  it  is  compared,  no  matter  in  which  tertile  it  there  appears. 
The  numbers  appearing  in  the  original  chart  in  the  lowest  third  have  a 
minus  sign  attached  in  the  second  chart,  which  indicates  that  originally 
this  number  had  appeared  in  the  lower  tertile,  no  matter  in  what  tertile 
it  occurs  in  the  second  chart.  The  numbers  within  the  original  middle 
group  appear  in  all  cases  in  the  second  chart  ^dth  which  the  first  chart 
is  compared  ^rithout  any  signs  attached. 

By  this  scheme  it  is  possible  to  trace  out  any  indi\adual  pupil  as 
he  passes  from  one  institution  to  another,  for  illustration  of  which  see 
sec.  I  in  chap.  iii.  It  is  also  possible  to  find  his  exact  place  ^rithin  any 
tertile  at  any  time.  Through  this  number  scheme  of  charting  it  is  a 
simple  matter  to  determine  the  percentage  of  retention  of  any  group  as 
a  whole  between  one  institution  and  another. 

The  tertile  division  was  used  for  several  reasons.  When  the  di\-i- 
sions  are  too  many  the  perpendicular  broken  lines  are  likely  to  fall  on 
the  median  or  are  likely  to  fall  in  columns  where  persons  in  a  higher  and 
lower  tertile  have  really  the  same  standing.  The  tertile  grouping  is 
more  economical,  and  sufiiciently  accurate  for  a  basis  of  measurement; 
and  where  a  three  or  four  or  five  estimate  is  used  in  grading  the  tertile 
grouping  is  large  enough  and  even  better  than  a  fine  division. 

It  is  better  to  place  those  who  have  the  highest  average  at  the  top 
of  a  particular  column  which  indicates  the  same  integral  per  cent,  because 
in  some  cases  when  the  groups  are  divided  it  ^'s  necessary  to  divide  the 
column  by  a  broken  line.  Wherever  averages  have  been  used,  those 
having  the  highest  fraction  of  any  one  integral  percentage  are  usually 
placed  at  the  top  of  the  column.'  But  where  only  a  final  grade,  for 
instance  in  the  first  year  of  the  high  school,  is  available,  it  is  not  possible 

'  That  is,  where  it  is  necessary  to  use  a  broken  line  in  dividing  the  tertiles  it  is 
fairer  to  put  the  pupils  with  the  higher  average  in  the  higher  group.  In  such  a  chart 
as  No.  3,  the  column  over  90  per  cent  was  proportionately  divided.  This  was  done 
in  instances  when  there  was  practically  no  difTcrence  between  the  standings  of  the 
pupils  in  the  column  considered. 


STATEMENT  OF  THE  PROBLEM  AND  METHODS 


■5 


to  differentiate  so  closely  in  a  column  of  figures  which  may  appear  over 
86  per  cent,  for  example. 

In  case  letters  or  figures  were  used  for  marking  the  standings  of 
pupils  these  have  been  reduced  to  a  percentage  basis  and  then  charted. 
Where  there  are  only  several  estimates  made  in  a  scale  of  grading  and 
when  the  number  of  cases  being  considered  is  large,  it  makes  the  columns 
high.  So  that  it  was  necessary  to  break  up  these  columns  in  the  chart- 
ing and  use  an  accompanying  graph  to  represent  the  actual  distribution 
of  the  marks  in  a  given  subject.  The  broken  horizontal  lines  in  this 
case  indicate  the  number  of  persons  receiving  any  one  grade,  and  the 
graphs  are  reduced  in  size  when  the  original  is  too  large  to  be  printed. 
A  very  few  charts  appear  which  represent  absolute  estimates  rather 
than  relative  standings. 

A  composite  of  23  high  schools  has  been  used  where  a  small  number 
of  pupils  from  each  high  school  were  represented  in  the  same  college. 
It  was  ascertained  from  the  principals  what  percentages  used  by  these 
various  high  schools  would  be  equal  to  the  i,  2,  3  used  in  the  college. 
These  percentages  when  translated  mto  the  i,  2,  3,  forms,  were  charted 
and  compared  with  the  standings  of  these  same  individuals  in  the  college. 

The  tertile  tables  used  contain  a  summary  of  the  percentages  of 
retention.     The  following  is  a  tyjDe  of  those  used  later  on  in  chap.  iii. 


7 
t 

0 

d 

e 

History  School   5     Sth  Orade 

1 

2 

3 

i,  Tertllo 
Retention 

1 

22 

11 

4 

99.45 

3 

IX 

IS 

12 

39.49 

3 

4 

12 

21 

56. ?S 

Totaa  Retention 

51.78 

A  brief  general  description  will  here  suffice,  for  these  tables  will  be 
explained  in  fuller  detail  as  they  appear  in  the  later  discussion.  The 
number  22  in  the  first  table  indicates  that  22  persons  who  were  in  the 
first  tertile  of  the  group  in  the  seventh  grade  in  history  remained  in  the 
first  group  or  tertile  in  the  history  work  of  the  eighth  grade,  or  that 
there  was  a  retention  of  59 .45  per  cent  of  the  high  group.  The  number 
II  indicates  that  11  of  the  pupils  who  originally  were  contained  in  the 
first  group  fell  to  the  second  group  in  the  eighth-grade  history  work, 
and  the  4  indicates  that  4  persons  who  originally  stood  in  the  first  tertile 
in  seventh-grade  history  fell  to  the  third  group  in  the  eighth-grade 
histor\'  work.     By  reading  diagonally  across  the  table,  the  numbers  22, 


i6 


STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 


STATEMENT  OF  THE  PROBLEM  AND  METHODS         1 7 

15,  and  21,  the  number  of  pupils  retained  in  each  tertile  is  ascertained. 
Or  if  22,  15,  and  21  are  each  divided  by  the  equal  number  representing 
the  three  groups,  the  respective  percentages  of  retention  for  each  tertile 
are  ascertained,  namely,  59.45,  39-49,  and  56.75.  By  such  a  table  it 
is  easy  to  summarize  the  retention  of  each  tertile  when  any  two  charts 
are  compared.     This  is  designated  as  the  "tertile  method." 

A  supplementary  device  may  be  used  for  comparing  the  retention 
when  three  institutions  or  three  years'  work  are  involved.  It  is  the  use 
of  a  diagram  which  shows  just  how  many  pupils  are  retained  within  the 
original  group  in  which  they  began,  and  also  shows  the  nature  of  a  pupil's 
progress  after  beginning  work  in  any  one  year  or  in  any  one  institution. 
Diagram  I  is  an  actual  case,  but  the  charts  of  this  diagram  are  not 
included  in  this  study. 

The  diagram  has  the  advantage  of  showing  which  way  the  original 
group  as  a  whole  either  progresses  or  declines.  It  indicates  not  only 
the  final  classification  of  the  groups,  but  it  indicates  the  quality  of 
pupils  who  constitute  the  groups.  The  rectangles  at  the  bottom  of 
the  diagram  show  that  there  were  originally  53,  52,  and  53  pupils  in  the 
high,  middle,  and  low  thirds  in  an  averaged  sixth-,  seventh-,  and  eighth- 
grade  English.  The  dotted  lines  leading  from  the  first  rectangle  show  that 
39  of  the  53  pupils  who  originally  were  classified  in  the  high  third  rose 
to  the  high  third  when  an  average  of  the  four  years'  high-school  English 
was  used;  that  10  pupils  fell  to  the  middle  third,  and  that  4  pupils 
fell  to  the  third  group  in  the  high-school  work;  when  the  high-school 
English  was  compared  with  the  first-year  college  English,  32  pupils 
out  of  the  39  who  are  retained  between  the  grammar  school  and  high 
school,  are  further  retained  in  the  high  third  of  the  college.  By  following 
the  heavy  dotted  line  leading  from  the  high  third  it  will  be  observed 
that  32  pupils  out  of  the  53  originally  in  the  first  tertile  held  that  place 
throughout  the  three  institutions.  By  following  the  heavy  continuous 
line  representing  the  middle  group,  or  third,  it  may  be  observed  that 
out  of  the  52  pupils  who  originally  began  in  the  middle  tertile  14  passed 
straight  through  in  the  three  institutions.  By  following  the  broken 
line  it  may  be  seen  that  23  pupils  out  of  the  original  53  in  the  upper 
tertile  have  passed  through  without  deviating  from  the  high  group. 
It  will  be  easy  to  trace  the  pupils  from  the  second  year,  or  the  second 
institution,  as  the  case  may  be,  to  the  third  year  or  institution,  if  it  will 
be  noted  that  the  lines  fall  in  groups  of  three  at  the  top  of  the  diagram. 
By  a  glance  at  any  of  the  diagrams  it  may  be  noted  that  comparatively 


i8 


STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 


few  pupils  pass  from  one  extreme  to  another.     This  fact  may  be  seen 
also  from  the  tables  that  accompany  diagrams  II,  III,  IV,  V. 

The  second  general  method  used  in  the  foUo^ving  comparisons  is 
designated  as  the  "modified  median  method,"  The  retention  is  ascer- 
tained by  finding  the  average  of  the  percentages  of  those  pupils  in  the 


Race    — 

(Pupil  So.    32) 

(■04)E1 

sm  Sec. No   5' 

(■07)H.S.Ho.5 

C 11) Col  lege  So. 2 

Arith 

6thJ7th!8th 

Math 

...|S0 

Ju.lse 

'        1 

UatS. 

Fr   ISO   [ju.I  Se. 

95 

3  00 

88 
89 

9319. 

i 

Si!    84!         1 
87 i     92!          ! 

Read. 

95 
95 

Lat. 

i 

.a. 

1         i 

Gram.      | 

93     90 
99  !    66 

Er.g. 

86 

SS 

80|   87 

Eng 

84 

93  1         1 
55 

1 

oe.. 

88 

91 
78 

Ger 

91 
95 

f7 

i 

?h>s.  ;-■■ 

89 

Phys 
Sci. 

Km. 

i    93  !    90 
88'    77 

Hist.  ; 

88 

ijlst 

89 
H4 

Bbyslol 

Bot. 

92 

I   Biol 
1      Sci 

high  and  low  groups  of  one  year's  work  or  in  one  institution  who  in  the 
successive  year's  work  or  institution  remain  above  or  below  the  median. 
The  final  conclusion  will  be  stated  in  terms  of  this  method. 

A  very  simply  arranged  card  was  printed  for  the  purpose  of  pre- 
serving the  records  collected.  The  above  card  is  an  exact  duplicate  of 
pupil  number  32. 


CHAPTER  III 
COMPARISON-  OF  THE  RELATIVE  STANDING  OF  PUPILS  IN  GRAMMAR 
SCHOOLS,  HIGH  SCHOOLS,  AND  COLLEGES 
Chap,  iii  includes  an  extensive  and  detailed  statement  of  the  com- 
parfeon    made  on  the  basis  of  marks.    Because  ol  the  length  of  th 
chrpter  and  because  of  the  many  charts  presented,  ,t  was  thought 
adt?stble  to  give  the  separate  conclusions  at  the  close  of  each  secUon. 
The  more  general  conclusions  growing  out  of  these  comparisons  have 
been  brought  together  in  a  summary  way  m  chap.  iv. 

^ess^re"  ^.^Z^X^^  -a  used  in  these  .ffer.t 
fee  o^  The  first  one  is  a  comparison  of  the  standing  o  pupUs  «  hm 
the  glmar  school  itself,  the  second,  a  comparison  of  the  stanchng 
If  puXu-ithin  the  high  school  itself;  the  third,  a  companson  betw  en 
1  standing  of  pupils  in  the  grammar  school  and  tagh  school;  th 
folr^h  a  comparison  between  the  standing  of  pupils  m  high  school 
anTcdlege"  and  lastly,  a  comparison  of  the  relat  ve  standurg  of  a 
hied  number  of  the  same  pupils  who  had  attended  all  three  urstrtu- 
tions-namely,  grammar  school,  high  school,  and  college. 

The  reasons  for  making  these  separate  comparisons  are  probably 

self  et^d  nt     The  writer  believed  that  it  would  be  of  some  rmportanee 

o  kn"w  what  is  the  actual  relative  standing  of  pup.ls  wnthm  any  one 

nstHutTon  itself.    On  the  basis  of  such  knowledge  as  th,s  .t  would  be 

easier  to  conclude  what  ought  to  be  expected  to  be  the  relation  between 

different  institutions.  .       .     -r^^.   r_„t<; 

In  connection  xvith  each  chart  presented,  ccrtam  s.gmiicant  fa  ts 
will  be  pointed  out,  as,  for  example,  the  range  of  th.  sea^e  of  gradug,  th 
mTcTform  of  he  distriMion  of  marks  over  iM  seale,  the  shtftm    o 
IZ  la  Me,  the  inUrrelati.n  of  suhjeets  within  the  same  ^nsMra«,n, 
Z^Jontet^en  grammar  sehool  and  high  school  based  upon  a  comp^. 
To::fdiferentsu,eets,.ere,ati..aisoU^^^^^^^^^^ 


notim  in  ■what  cases  the  percentage  of  retentmt  «  the  htghest 

"tos    points  will  necessarily  be  taken  up  in  each  char^  and  section, 

but  those  which  have  especial  significance  will  be  briefly  discussed. 


20  STANDARDIZATION    OF    SCHOOLS    OF    K.ANSAS 

SEC.   I.      GRAMMAR-SCHOOL   COMPARISONS   ONLY 

Briefly  stated,  the  object  of  this  first  section  is  to  determine  what 
is  the  correlation  wdthin  the  grammar  school  itself  on  the  basis  of 
comparisons  made  between  single  subjects.  This  has  been  used  as  a 
sort  of  check  experiment  for  the  later  comparisons  between  different 
institutions.  The  first  part  of  sec.  I  is  a  comparison  between  the 
standings  of  pupils  in  the  same  subjects  but  in  successive  years. 

The  charts  numbered  from  i  to  lo  in  sec.  I  represent  the  distribu- 
tions of  marks  received  by  pupils  in  the  seventh  and  eighth  grades  in 
the  subjects  of  EngHsh,  history,  and  arithmetic  in  schools  No.  5'  and 
No.  7'.  Some  references  will  be  made  also  to  charts  used  in  following 
sections.' 

The  groups  of  pupils  in  the  charts  are  all  divided  into  tertiles  as 
nearly  equal  as  possible.  This  fact  holds  throughout  this  thesis  with 
the  exception  of  a  very  few  charts  which  have  been  constructed  upon 
the  basis  of  absolute  marks. 

Chart  I  shows  the  distribution  of  marks  given  in  the  eighth-grade 
history  of  112  pupils.  There  are  37  pupils  in  the  high  tertile  or  group, 
38  in  the  middle  tertile,  and  37  in  the  lower  tertile,  or  dix-ision.  The 
numbers  that  are  starred  in  this  chart  indicate  that  originally  these 
same  numbers  represented  individuals  who  stood  in  the  high  third  of 
the  seventh  grade.  Those  numbers  accompanied  by  minus  signs  indi- 
cate that  originally  these  same  indi\dduals  appeared  in  the  lower  third 
in  the  seventh-grade  history  work.  Those  figures  which  are  not 
accompanied  by  any  signs  indicate  indi\'iduals  who  were  found  in  the 
middle  group  of  the  seventh-grade  history  work. 

The  percentage  of  retention  in  the  upper  tertile  is  easily  ascertained 
by  di\'iding  the  number  of  starred  individuals  in  the  second  chart  who 
remain  in  the  upper  third  or  tertile  by  that  number  of  individuals  who 
were  in  the  original  chart  within  the  high  group.  For  example,  in 
chart  2  there  are  37  pupils  within  the  high  group.  In  chart  i,  as  shown 
by  the  starred  numbers,  22  of  these  same  pupils  remain  in  the  high 
third  of  the  eighth-grade  history.  When  22  is  divided  by  37  the  reten- 
tion is  found  to  be  59.45  per  cent  for  the  high  group.  The  retentions 
for  the  other  tertiles  may  be  obtained  in  a  similar  way. 

'  The  records  from  No.  7'  were  difficult  to  secure  for  both  the  seventh  and  eighth 
grades.  In  school  No.  5'  records  were  available  for  a  number  of  years  back.  The 
records  for  school  No.  5'  used  here  extend  from  1902  to  1907;  ^^  graduates  are  repre- 
sented from  1907;  29  from  1906;  30  from  1905;  17  from  1904;  2  from  1903;  and  i 
from  1902. 


COMPARISON   OF   RELATIVE   STANDING   OF   PUPILS  21 

Above  each  chart  the  percentages  of  retention  appear  in  whole 
numbers.  In  such  summary  tables  as  I,  II,  for  example,  the  retention 
is  carried  out  to  two  decimal  points.  By  reading  diagonally  across  the 
table,  the  numbers  22,  15,  21,  for  example,  it  is  always  possible  to  see 
at  a  glance  the  number  of  pupils  who  are  retained  within  the  respective 
tertiles. 

In  case  anyone  desires  to  do  so,  he  can  readily  follow  out  the  career  of 
a  particular  individual  by  means  of  the  number  which  represents  that 
pupil.  In  charts  i  and  2,  number  34  retains  not  only  his  position  within 
the  high  group  of  the  eighth-grade  history,  but  he  retains  the  same  absolute 
per  cent.  Number  60  retains  the  same  absolute  grade  within  the  middle 
group  of  the  eighth-grade  history.  Number  4  passes  from  high  third  to 
low  third,  and  number  10  from  low  third  to  high  third.  Any  individual 
may  in  this  way  be  followed  out  in  all,  or  in  any,  of  the  successive  charts. 

Some  further  details  of  the  charts  may  be  pointed  out.  Those  from 
I  to  10  show  that  there  is  some  variation  in  the  distribution  of  marks 
over  the  scale  used,  not  only  when  the  two  schools,  No.  5'  and  No.  7', 
are  compared  but  when  the  distribution  of  marks  within  the  same  school 
in  different  subjects  are  compared. 

In  charts  5  and  9  or  charts  3  and  8  it  may  be  seen  that  the  range  of 
the  scale  varies,  being  in  school  No.  5'  from  75  to  100  per  cent  and  in 
school  No.  7'  from  60  to  100  per  cent.  The  effects  of  probably  a  too 
extensive  range  of  marks  are  illustrated  in  chart  5  as  compared  with 
the  more  successful  grouping  in  charts  1-4  and  9,  10.' 

It  may  be  noted  at  a  glance  that  although  the  same  pupils  are 
involved  in  both  subjects  they  are  as  a  group  graded  distinctly  higher 
in  history  and  in  arithmetic  than  in  English.  And  this  holds  true  of 
both  the  seventh-  and  eighth-grade  work.  For  illustration  of  this  fact 
refer  to  charts  1-4,  and  9,  10.  This  same  tendency  obtains  in  charts 
38,  46,  48,  used  later  on,  which  include  in  the  212  pupils  there  compared 
the  same  112  pupils  in  these  earlier  charts.  So  that  the  same  tendency 
obtains  with  an  increased  number  of  pupils  from  this  same  school. 
Whether  such  an  arrangement  of  grouping  as  this  noted  above  is  just  to 
the  pupils  is  a  question  which  will  be  raised  again. 

WTiile  there  is  a  tendency  toward  a  normal  distribution  of  grades 
in  such  charts  as  No.  3  and  No.  4,  yet  in  such  charts  as  No.  i  and  No.  9 
there  is  a  considerable  "skew"  in  the  curve  of  distribution  toward  the 
'  While  60  per  cent  is  the  minimum  grade  in  any  one  subject  in  school  No.  7', 
yet  an  average  of  70  per  cent  in  all  of  the  subjects  is  required  for  promotion  to  the  high 
school.  In  school  No.  5'  it  is  not  customary  to  average  all  the  subjects  together,  and 
the  required  grade  for  promotion  must  be  made  in  each  subject  respectively. 


22  STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 

top  of  the  scale.  All  of  the  charts  5,  6,  7,  8  show  a  decided  skew  toward 
the  higher  end  of  the  scale  of  marks.  Unused  marks  in  the  scale  occur 
quite  frequently.  Although  the  actual  range  of  grading  is  supposed  to 
begin  with  60  per  cent  as  the  lower  Hmit,  there  are  very  few  marks 
appearing  below  75  per  cent.  It  might  conceivably  be  answered  that 
if  the  number  of  pupils  to  be  considered  were  much  larger  than  this, 
then  these  gaps  would  be  filled  up,  and  this  is  true  in  a  partial  sense. 
But  chart  55  in  an  advance  section  includes  these  same  pupils  in  a  group 
of  270,  and  although  some  of  the  gaps  are  here  filled  up,  comparatively 


illBtory 
School  :io.    5' 

1 

ScJ- 

8ty 

Il8h 

001  ;: 
Grad 

>.  5' 

1 

En«llBh 
School  K 
8th  Grad 

.    7' 

? 

Ret". 

1 

?.     3 

Ter. 
Ret. 

1 

2 

3 

Ter. 
Ret,.. 

f.i 

w 

59.45 

?? 

6 

6 

J2.7« 

14 

8 

4 

53.84 

39.49 

11 

17 

10 

44.84 

10 

10 

6 

35.74 

»6.7S 

3 

13 

ai 

56.75 

2 

e 

;« 

61.  53 

Tot.   Ret. 

51.78 

Tot .Ret. 

54.46 

Tot. Ret. 

51.28 

Arithaetle 
School  Wo. 
8th  Grade 


R 


45.6 


,  Arlth-netlo 
School  lo. 
6th  Grade 


11.13 


Table  1. 

Showing  retention 

■between 


aeventh  and 


elshth  (irade  work. 
(DuniCAteofTU-.T) 


very  few  are  to  l^e  found  below  75  per  cent.  One  question  which  this 
provokes  is:  What  effect  does  this  have  upon  the  percentage  of  reten- 
tion ?  This  point  will  be  raised  later  on.  Table  I  is  a  summary  of  the 
percentages  of  retention  in  dealing  with  a  comparison  of  the  relative 
standing  of  pupils  between  the  seventh-  and  eighth-grade  work,  according 
to  the  tertile  method  of  grouping. 

There  is  some  difference  in  the  percentage  of  retention  between  the 
two  schools  No.  5'  and  No.  7'  in  arithmetic.  The  higher  percentage  of 
retention  in  school  No.  7'  in  arithmetic  at  first  thought  argues  for  a  some- 
what closer  correlation  between  the  seventh  and  eighth  grades.  But  it 
may  be  the  effect  of  the  wide  range  of  a  too  detailed  scale  of  grades  used. 
From  table  I  it  may  be  seen  that  the  correlation  is  the  higher  between 
seventh-  and  eighth-grade  Enghsh  in  school  No.  5',  but  that  the  correla- 
tion is  the  higher  between  seventh-  and  eighth-grade  arithmetic  in 
school  No.  7'. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  23 

Another  convenient  metliod  for  ascertaining  the  relation  between 
the  seventh  and  eighth  grades  is  to  determine  what  percentage  of  the 
pupils  in  the  high  and  low  group  in  the  seventh  grade  remain  above  or 
below  the  median,  respectively,  in  the  eighth  grade,  and  then  to  find  the 
average  of  these  two  percentages.' 

For  the  subject  of  English  in  school  No.  5'  the  retention  is  72.97 
per  cent  for  the  upper  group  and  81 .08  for  the  lower  group,  the  average 
being  77 . 05.  In  arithmetic  it  is  72 . 97  per  cent  for  the  upper  and  62.16 
for  the  lower  group,  the  average  being  67 .  56.  In  history,  for  the  upper 
third  it  is  81 .08  per  cent,  and  78 .  37  for  the  lower  third,  the  average  being 
79.76. 

For  the  subject  of  English  in  school  No.  7',  the  retention  by  this 
same  method  of  comparison  is  found  to  be  69 .  23  for  the  upper  third 
and  84. 23  for  the  lower  third,  the  average  being  76 .  73.  In  arithmetic 
it  is  80 .  74  for  the  upper  and  69 .  23  for  the  lower  third,  the  average  being 
74.98  per  cent.* 

The  percentage  of  retention  is  the  highest  in  the  subject  of  history 
in  school  No.  5'  in  terms  of  method  No.  2,  namely,  79+  per  cent.  In 
school  No.  7',  it  is  highest  in  the  subject  of  EngUsh,  the  average  of  the 
high  and  low  third  being  76+  per  cent. 

These  results  indicate  that  there  is  a  retention  of  at  least  75  per  cent 
in  the  majority  of  the  subjects  compared,  in  terms  of  the  average  of  the 
percentages  of  those  pupils  in  the  upper  and  lower  tertiles  who  remain 
above  or  below  the  median. 

By  the  use  of  these  same  charts  a  brief  comparison  was  made  between 
the  standings  of  the  same  pupils  in  different  subjects  in  the  same  year. 

Since  the  subject  of  English  was  used  as  the  basis  for  the  majority 
of  comparisons,  it  seemed  worth  while  to  find  out  by  a  few  comparisons 
whether  pupils  have  a  tendency  to  be  equally  good  in  all  subjects  or 
whether  pupils  who  are  good  in  English  might  show  quite  a  different 
amount  of  capacity  in  other  subjects.  If  the  pupils  who  take  English 
do  equally  well  in  the  other  subjects  then  the  frequent  use  of  English  as 
a  basis  of  comparison  in  this  thesis  will  appear  somewhat  more  justifiable. 

Chart  4  representing  seventh-grade  English  is  compared  with  chart 
2  representing  seventh-grade  history.  Chart  3,  or  eighth-grade  English, 
is    compared   with    chart    i,    or    eighth-grade   history.     Eighth-grade 

'  For  definition  of  median,  see  Professor  Dearborn's  Bulletin  on  Relation  of  High 
School  and  College,  p.  17. 

'  For  convenience  the  first  method  of  comparison  used  will  be  referred  to  in  this 
thesis  as  the  method  No  i,  or  the  "tertile  method";  the  second  method  used  will  be 
referred  to  as  method  No.  2,  or  the  "modified  median  method." 


24 


STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 


English  is  compared  with  eighth-grade  arithmetic,  and  seventh-grade 
EngKsh  \vith  eighth-grade  arithmetic.  These  are  the  same  112  pupils 
in  all  cases,  but  the  correlations  are  not  shown  in  separate  charts  from 
those  used  in  the  first  comparisons. 

The  percentages  of  retention  for  this  comparison  are  shown  in  table 
II.  The  retentions  for  charts  4  and  2,  for  example,  are  as  follows:  54.05 
per  cent  for  those  in  the  high  third  in  the  seventh-grade  history.  The 
percentage  of  retention  for  the  lower  third  is  56.75,  and  the  total  is 
51.78  per  cent.  That  between  the  eighth-grade  EngHsh  and  eighth- 
grade  history  is  a  total  of  53 .  57,  and  that  between  eighth-grade  English 
and  eighth-grade  arithmetic  is  a  total  of  52.67  per  cent.  While  that 
between  seventh-grade  English  and  eighth-grade  arithmetic  is  lower 
than  the  others,  it  is  high  enough  to  be  significant. 


1 

1 

HlBt.    Sch.   E0.6 
7th  Grade 

1 

HlBt. 

8th  G 

~oh 
ad 

K0.5 

1 

Arith 
8th  G 

sch.iTo.e 

rade 

1 

Arlth 

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1 

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Ret. 

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2 

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12 

6 

94.05 

21 

13 

3 

56.75 

22 

11 

4 

59,45 

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2 

10 

17 

11 

44.73 

11 

16 

11 

42.10 

n 

16 

11 

42.10 

11 

14 

13 

36.05 

3 

7 

9 

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5 

9 

2i 

62,76 

4 

21 

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16j_18_ 

48.64 

lot.   Ret. 

51.76 

Tot.Ret. 

53.57 

Tot .Ret. 

62.67 

Tot .Ret. 

49.10 

TABLE   II 
Showing  the  retention  of  pupils  between  different  subjects  in  the  same  year. 

In  table  II  the  total  retention  between  the  seventh-grade  English 
and  the  seventh-grade  history  is  the  same  as  is  the  total  retention  in 
table  I  between  seventh-grade  history  and  eighth-grade  history — namely, 
51.78  per  cent.  The  total  retention  when  different  subjects  are  com- 
pared is  above  50  per  cent,  and  if  the  previous  method  of  comparison 
other  than  that  of  the  tertile  grouping  is  used,  the  retention  here  again 
would  be  about  75  per  cent.  And  so  from  this  limited  comparison  of 
112  of  the  same  pupils  in  different  subjects  the  result  is  that  a  large 
number  of  those  who  do  well  in  one  subject  are  likely  to  do  well  in 
another  subject,  and  that  those  who  do  poorly  in  one  subject  will  be 
likely  in  large  numbers  to  do  poorly  in  another  subject. 

It  may  be  seen  from  table  II  that  there  is  very  Httle  difference 
between  the  retention  in  the  seventh-grade  English  and  seventh-grade 
history,  between  the  eighth-grade  English  and  eighth-grade  history, 
and  between  the  eighth-grade  English  and  eighth-grade  arithmetic. 
The  total  retention  for  the  eighth-grade  English  and  eighth-grade  his- 
tory is  a  little  higher  than  is  the  total  retention  for  eighth-grade  English 
of  the  same  pupils  and  eighth-grade  arithmetic. 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS 


25 


From  both  of  llicsc  comparisons,  then,  behvcen  the  same  subjects  in  difer- 
ent  years,  and  between  different  subjects  in  the  same  year,  within  the  grammar 
school,  the  results  show  a  retention  of  about  yj  per  cent  in  terms  of  the  aver- 
ages of  the  percentage  of  those  pupils  in  the  high  and  low  groups  who  hold 
their  places  above  or  below  the  median. 


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25  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

SEC.    II.      HIGH-SCHOOL   COMPARISONS    ONLY 

The  object  in  making  the  comparison  within  the  high  school  was 
the  same  analogously  as  that  stated  for  the  comparison  of  the  pupils 
within  the  grammar  school.  This  first  part  of  the  comparison  between 
the  standings  of  pupils  in  different  years  and  within  the  same  subject 
was  made  in  order  to  determine  if  possible  the  retention  from  year  to 
year  within  the  high  school  itself.  For  in  order  to  be  able  to  make  any 
judgments  as  to  what  we  should  expect  the  retention  to  be  between 
different  institutions — as  for  example,  between  the  grammar  school  and 
high  school — ^it  will  be  valuable  to  know  what  the  retention  is  between 
the  different  years  within  the  high  school. 

A  very  few  comparisons  have  been  made  with  respect  to  the  relative 
standing  of  pupils  between  different  subjects  pursued  within  the  high 
school  during  the  same  year.  This  will  enable  us  to  see  whether  the 
pupils  who  stand  well,  or  mediocre,  or  poor,  as  they  pass  from  one  year 
to  another  within  the  same  subject,  also  stand  respectively  the  same 
in  other  subjects. 

Charts  11-38  represent  the  marks  of  pupils  in  three  different  high 
schools  in  the  subjects  of  English,  Latin,  and  mathematics.  The  sub- 
jects are  charted  separately  for  the  different  years.  English  is  traced 
throughout  three  years;  that  is,  the  standings  of  pupils  in  the  first- 
year  EngUsh  are  compared  with  the  standings  of  the  same  pupils  in  the 
second  year.  The  standings  then  of  these  pupils  in  their  second  year 
of  high-school  English  are  compared  wdth  their  standings  in  the  third- 
year  English.  In  mathematics  and  Latin  the  comparison  is  made 
between  only  two  different  years  of  work,  because  reliable  records  were 
not  available  for  a  longer  period  of  time.  After  the  distributions  in  the 
different  high  schools  were  effected  a  composite  was  made  for  these 
subjects  in  the  respective  schools.  It  will  be  noted  in  charts  11,  12,  13 
of  school  No.  8  that  the  range  of  the  scale  of  grading  differs  from  that  in 
schools  Nos.  5  and  9.  But  since  so  few  individuals  appear  below  75 
per  cent  it  was  thought  unobjectionable  to  composite  the  three  schools. 

Some  of  the  results  of  the  first  part  of  the  comparison  will  now  be 
discussed.  In  looking  over  charts  11-22  the  distribution  of  the  groups 
throughout  the  scale  of  grades  is  interesting,  but  one  is  tempted  to  ask 
whether  it  is  justifiable.  In  general,  the  pupils  are  graded  as  a  group 
somewhat  lower  in  the  Sophomore  year  than  they  are  graded  in  the 
Freshman,  and  again  somewhat  lower  in  the  Junior  than  in  the  Sopho- . 
more  year.  If  the  group  is  to  be  shifted  at  all — and  it  should  be  kept 
in  mind  that  this  is  identically  the  same  group  throughout  in  each 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  29 

school — might  it  not  better  have  been  done  in  the  opposite  direction  ? 
Is  this  to  be  accounted  for  by  the  fact  that  pupils  do  poorer  work  as 
they  advance;  oris  it  due  to  a  different  standard  of  grading;  or  is  it 
due  to  the  fact  that  only  a  part  of  all  the  students  who  took  the  work 
at  any  one  time  are  here  represented;  or  is  it  to  be  accounted  for  in 
other  ways  ? 

The  group  in  charts  11-13  starts,  as  is  seen  in  chart  11  with  a  mode 
about  90,  becomes  somewhat  bimodal  in  the  second  year,  with  a  minor 
mode  at  83;  this  second  mode  is  then  shifted  to  78  in  the  Junior  year. 
The  retention  of  pupils  in  their  relative  positions  remains  high  despite 
the  changing  in  the  total  appearance  of  the  group,  as  may  be  seen  in 
table  III. 

This  same  sort  of  shifting  of  the  groups  which  has  been  pointed  out 
in  the  charts  11-22  representing  the  marks  in  English  also  occurs  in  a 
general  way  throughout  the  Latin  and  mathematics  work,  as  shown  in 
the  charts  from  23-38.  The  distribution  of  the  groups  in  the  subject 
of  Latin  toward  the  lower  end  of  the  scale  is  clearly  noticeable  in  schools 
Nos.  9  and  5,  shown  in  charts  26  and  28.  One-third  of  the  pupils  in 
chart  28  appear  between  75-78  percentages  inclusive  in  a  scale  from  75- 
100;  and  in  chart  26,  one-third  between  75-79  percentages  inclusive; 
and  there  is  a  peculiar  bunching  of  grades  in  charts  23-26.  In  the  sub- 
ject of  mathematics,  school  No.  8,  as  was  the  case  in  Latin,  shows 
probably  the  least  variation  in  its  grouping  of  the  same  pupils  in  the 
Freshman  and  Sophomore  years.  As  may  be  seen  by  comparing  charts 
33-34  with  charts  31-32  and  35-36,  a  bimodal  division  in  general  is 
noticeable  in  the  charts  for  mathematics,  with  some  tendency  to  a  rec- 
tangular distribution  of  grades. 

Turning  to  the  composite  charts  in  English  represented  by  Nos.  20, 
21,  22,  and  also  to  the  composite  charts  in  Latin  represented  by  Nos, 
29  and  30,  or  to  the  composite  charts  in  mathematics  represented  by 
Nos.  37  and  38,  it  may  be  seen  that  the  grouping  in  the  marks  of  suc- 
cessive years  of  the  high  school  after  the  first  year  is  always  toward  the 
lower  end  of  the  scale.  But  the  variation  is  more  extreme  in  the  case 
of  mathematics  and  Latin  than  in  the  case  of  EngHsh. 

There  is  much  discussion  about  the  pupils  of  high  schools  being  dis- 
posed to  drop  certain  subjects  because  they  prefer  other  subjects.  Is 
it  possible  that  the  facts  shown  in  such  a  chart  as  30  or  38  explain  some 
of  the  tendencies  of  pupils  to  drop  certain  subjects  ?  What  ex]olanation, 
fair  to  the  pupil,  is  to  be  offered  in  view  of  the  different  distributions 
of  the  groups  in  the  subject  of  Latin  as  shown  in  charts  t,S  and  30? 


30  STANDARDIZATION   OF  CHOOLS   OF   KANSAS 

Is  this  sort  of  grouping  due  to  the  diiculty  of  the  subject  itself  ?  Is  it 
due  to  the  duhiess  of  the  pupils  ?  lat  due  to  the  fact  that  the  subject 
is  not  taught  as  well  in  the  second  yir  ?  Is  it  due  to  a  radically  differ- 
ent standard  of  grading  ?  Or  is  this  lifting  of  the  group  to  be  explained 
apart  from  such  factors  as  these?  The  facts,  at  any  rate,  justify  an 
insistence  on  some  sort  of  legitimate-xplanation. 

The  sort  of  distribution  of  gradi  in  charts  25  and  26,  and  also  in 
27  and  28,  might  well  enlist  the  attstion  of  classical  teachers  who  are 
interested  in  having  the  classics  maimin  their  position  in  the  high-school 
curriculum.  What  more  effective  leans  or  ways  could  be  found  for 
discouraging  pupils  from  pursuing  i  arther  work  in  Latin  than  that 
employed  in  school  No.  5  ?  It  is  ery  improbable  that  there  is  any 
reasonable  justification  for  handlioLpupils  in  such  a  manner  as  this. 
Although  the  students  have  kept  theame  rank  in  relation  to  each  other 
to  a  fair  extent,  the  absolute  grade  t  a  large  number  of  pupils  has  been 
arbitrarily  dropped  in  the  second  ytr's  work.  I  say  arbitrarily  advis- 
edly, because  on  what  grounds  cant  be  assumed  that  a  group  of  this 
size,  of  over  200  pupils,  as  a  groujis  less  fitted  for  the  work  after  a 
year  of  prel'minar/  study  than  at  he  start?  Since  as  a  group  their 
standards  of  work  and  effort  havenot  changed,  most  probably  it  is 
merely  an  arbitrary  change  in  theteachers'  standards.  The  student 
who  receives  a  considerably  lower  rade  with  the  same  expenditure  of 
effort,  and  does  not  appreciate  thsith  rank  in  the  group  has  not  changed 
materially,  might  very  well  conciud  that  Latin  was  not  his  forte  and 
consequently  drop  it. 

By  referring  to  charts  40,  47,  an  50,  which  appear  in  a  later  section, 
it  may  be  seen  that  there  is  a  difeence  in  the  distribution  of  grades 
in  the  Sophomore  English,  histor}  and  mathematics.  This  group  of 
212  pupils  shifts  about  from  a  skvred  distribution  in  English  toward 
the  bottom  of  the  scale  up  to  a  raher  skewed  distribution  toward  the 
top  in  the  subject  of  history,  andmally  wdth  a  rather  equal  distribu- 
tion of  marks  over  the  scale  in  the  abject  of  mathematics.  The  modes 
in  chart  50  are  noticeably  different iiom  those  in  charts  40  and  47.  The 
very  frequent  bimodal  division  ooars  in  chart  50  -^dth  a  large  number 
of  marks  over  the  lower  limit  of  thscale. 

The  percentage  of  retention  be^een  the  first-year  and  second-year 
English  work  in  charts  11  and  12  Ir  school  No.  8  may  be  seen  by  refer- 
ring to  table  III.  The  retention  i^iigher  between  the  second  and  third 
year  of  English  than  it  is  betwaa  the  first  and  second  year.  One 
explanation  of  this  may  be  that  stdents  upon  entering  the  high  school 


COMPARISON   OF   RELATJE    STANDING   OF    PUPILS  3 1 

need  part  of  the  first  year  to  get  arastomed  to  the  new  order  of  studies 
and  practices. 

Chift-ts  14,  15,  16  rej)resent  thestandings  of  pupils  in  a  large  high 
school  not  in  Kansas.'  The  total  rcention  in  school  No.  9  between  the 
second  and  third  year  is  higher  thai  is  the  total  retention  between  the 
first  and  second  year  of  English,  "his  is  similar  to  the  case  above  in 
school  No.  8.  The  retention  between  the  second  and  third  year  is 
higher,  however,  in  the  case  of  schoi  No.  8  than  in  school  No.  9.  This 
may  be  due  to  the  fact  that  the  ppils  in  the  former  school  are  likely 
to  have  fewer  distractions  from  scbol  work.  It  may  be  that  a  more 
select  group  of  pui)ils  has  been  usddhan  were  chosen  from  the  other 
schools,  respectively.  The  retentioiin  school  No.  8  is  also  higher  than 
in  school  No.  5.  One  probable  reasn  for  the  lower  retention  in  school 
No.  5  may  be  the  crowded  and  cramcd  conditions  of  the  schools,  and 
consequently  this  involves  somethiiq  of  the  general  administration  of 
the  school.^  If  we  compare  the  tabhof  charts  12  and  13  with  the  table 
of  charts  18  and  19,  however,  we  caiget  a  measure  of  the  progress  from 
one  tertile  to  another.  For  examp^,  in  school  No.  8  eight  pupils  go 
from  the  lower  third  to  the  middle  thxi  in  the  Junior  year  and  one  pupil 
goes  to  the  high  third,  while  in  schol  No.  5  twenty-eight  pupils  out 
of  the  lower  third  in  the  Sophomore  ya.r  go  up  to  the  second  third  in  the 
Junior  year  and  five  go  up  to  the  igh  third.  So  that  measured  in 
terms  of  progress  made  by  pupils,  ligh  school  No.  5  stands  propor- 
tionately higher  than  high  school  NoS  on  the  basis  of  a  single  subject. 

Table  III  shows  in  the  composiln  harts  for  English  that  the  reten- 
tion is  higher  between  the  Freshman  nd  Sophomore  year  than  between 
the  Sophomore  and  Junior  year.  This  just  the  opposite  of  the  results 
found  in  comparing  the  schools  seprately.  But  in  these  composite 
charts  a  group  of  pupils  were  takeiiirom  school  No.  5  that  were  not 
originally  included  in  this  separate  .sloool  comparison.  So  that  this  is 
one  probable  explanation  of  this  higlir  retention  Vjetween  the  first  and 
second  year,  namely,  that  th's  later-dded  group  of  pupils  were  better 
adapted  to  the  standards  of  the  schoiand  in  i)articular  to  those  of  the 
individual  teacher.^ 

'  The  graduates  from  school  No.  9  are  a  from  the  school  year  of  1908-9.  Some 
of  them  are  mid- year  graduates  and  some  of  lera  June  graduates. 

'  The  graduates  who  compose  charts  7,  18,  19  are  scattered  from  the  years 
1905  up  to  and  including  191 1. 

3  Such  an  adaptation  as  this  may  somcti/rs  involve  the  changing  of  the  previous 
standards,  but  if  it  brings  more  profitable  rt'.iJts  why  would  this  not  be  a  legitimate 
procedure  ? 


32 


STANDARDIZATION   OF   SCHOOLS    OF    KANSAS 


From  the  tabulated  results  of  the  comparisons  made  between  the 
same  subjects  in  the  different  successive  years,  as  shown  in  tabic  III,  it 
may  be  seen  that  the  total  retention  is  for  the  majority  of  the 'schools 
between  50  and  60  per  cent  according  to  the  tertile  method.  The  total 
retention  for  Latin  between  the  first  and  second  year  of  the  high  school 


Table 

II 

ub 

r,  she 

eots 

wing  rel  -live   dtan 
In  different  yearo 

llnjirf   of  H.  S.  pupils 

wl  thl 

* 

1 

a 

1 

1 

H.S.-Io.e-ChartB 
11.12. 

i 

H. S. 110.8- 
Chnrte   12,13. 

1 

ii.s.i;o.9 

Charts   l4,16 

ti 

H.E. 110.9 
Charts   15.16      . 

Sopn.   En/?. 

Jun.    Eng_. 

Soph.    Ens. 

Jun.    Eng. 

1 

Z 

3 

Ter. 
Ret. 

1 

2 

3 

Ter. 

1 

2 

3 

Ret! 

1 

2 

3 

Ter. 
Ket. 

1 

28 

12 

2 

66.66 

33 
8 

_§. 
26 

1 

78.57 

52 

16 

5 

60.39 

33 

12 

e 

62.17 

13 

18 

11 

42.86 

8 

61j94 

5 

21 

17 

38.88 

14 

29 

n 

53.70 

? 

1 

12. 

2S 

69.04 

1 

8 

33 

78.57 

17 

31 

58.49 

6 

13 

34 

64,13 

Tot.   Ket. 

Tot. Ret. 

73.01 

Tot. Ret. 

62.60 

Tot. Ret, 

60.00 

H.S.UO.& 
Charts   17,18 

i 

i 

H.S.IIO.5 
Chrrte   18.19 

ConpoBlte   of  Y 
S-Ci-.artB   20.21 

I 

Composite    of  H 

soph.   EnK. 

Jun.   EnK. 

Soph.    IJnK. 

Jun.   En 

1 

2 

3 

Ter. 
Ret. 

1 

o 

3 

Ter. 
Ret. 

1 

„ 

3 

Ter. 
Ret. 

1 

2 

3 

ler. 
Ret. 

1 

40 

22 

9 

56.33 

61 

16 

4 

71.83 

U6 

55 

20 

64.45 

131 

69 

21 

62.08 

2 

23 

?» 

22 

35.71 

16 

29 

26 

41.42 

61 

84 

66 

39.76 

62 

81 

68 

38.86 

3_^ 

,3 

23 

40 

56. 3i 

_6j 

28 

38 

53.62 

14 

72 

128 

69.24 

18 

71 

122 

57.81 

lot.  Ret. 

49.52 

Tot. Ret. 

55.66 

To 

t.Ret. 

64.50 

Tot. Ret. 

52.76 

H.S.Jo. 8 
Charts   23,24 

i 

H.S,lIo.9 
Charts   25,26 

"1 

H.S.Uo.6 
>:UiartB  ;i7,23 

I 

CompoGlte  H.S. 
i.oB.    8.9,6,0 
Chai-tB   29,30 



^ 

U-l-at 

Soph.   Lat. 

Ph.  Lai. 

„ 

.i 

ii 

i 

T.p«t 

1     2 

3 

T.Rei 

1 

3- 

■f  Rp- 

q 

r 

TlRTt 

k. 

30. 

.3 

0 

79.47 

19 

7 

6 

61.29 

47 

18 

7 

2- 

JL 

21 

1.2 

50.00 

10 

13 

7 

43.33 

20 

25 

31.36 

47 

3 

-i 

11. 

.^. 

66.42 

2 

10 

19 

61.29 

5 

?.7 

40 

55.55 

13 

"tfl 

t*"! 

60   89 



ot.   Ret. 

65.71 

iT-.Ret. 

54.63 

To, .let. 

.-52.99 

T^ 

-V 

-H^ 

H.£ 
Chf 

.110 

.9 
31 

,32 

5 

3 

H.S.ilc 
ChartE 

Soph 

.8 
33,34 

L-.th. 

H.S.lIo.5 
Charts   35,36 

i 

Composite  H.3. 
IIOB  .    9,8,8 

1 

11 

21 

4 

XiHet 
64.10 

1_ 
23 

16 

3_ 
4 

T.Rei 

!_ 

17 

6 

T.Ret 

n 

r 

*.Re^ 

2 

IL 

18 

ISL 

«.-15 

13 

14 

14 

34.12 

12 

34 

48.57 

3_ 

3 

ot. 

11 

26 

64.10 
58.11 

6 

rot 

13 

23 

64.76 

48.00 

11 

18 

42 

59.15 

58.49 

25 

54_ 

1J6 

t. 

it 

is  higher  than  for  either  English  or  mathematics.  This  may  be  due  to 
the  fact  that  the  work  done  in  first-year  Latin  connects  better  with  the 
second  year's  work  than  in  the  case  of  the  mathematics  and  English. 

Another  method  besides  the  tertile  method  may  profitably  be  used 
in  showing  the  percentage  of  retention  of  pupils  between  the  different 
years  of  the  high-school  work.  It  is  the  method,  already  indicated  in 
sec.  I,  of  finding  the  average  of  the  percentages  of  those  pupils  in  the 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  33 

highest  and  lowest  terLile  of  a  group  in  one  year  of  the  high  school  who 
remain  above  or  below  the  median,  respectively,  in  the  advance  year's 
work.  For  illustration,  in  chart  11  there  are  42  pupils  in  the  higher  and 
lower  thirds,  respectively.  The  median  in  chart  12  occurs  at  about  89. 
Of  the  starred  people  who  come  from  the  high  third  in  chart  n,  37 
remain  above  this  median.  If  37  is  divided  by  42,  the  retention  for  the 
upper  third  is  88.09  P^r  cent;  and  for  the  lower  third  it  is  also  88.09 
per  cent.  The  average  of  the  retentions  of  the  upper  and  lower  third  in 
this  case  is  then  88.09  per  cent. 

Now  on  the  basis  of  this  method  number  two,  or  the  modified  median 
method,  there  is  a  retention  of  about  80  per  cent  in  the  comparisons  made 
between  the  different  subjects  mthin  high  school  No.  5 ;  of  about  85  per 
cent  in  school  No.  8;  of  about  75,  in  school  No.  9.  For  actual  percentage 
see  footnote  below.'  When  the  composite  charts  for  the  subjects  of  Eng- 
lish, mathematics,  and  Latin  are  considered,  the  percentages  are  similar.^ 

It  was  thought  that  it  would  be  suggestive  to  try  out  a  few  compari- 
sons between  the  different  subjects  within  the  high  school,  as  was  done 
within  the  grammar  school.  In  the  comparison  of  the  grammar  school, 
high  school,  and  college,  later  on  in  this  thesis,  it  will  be  observed  that 
the  subject  of  English  is  largely  used  as  the  basis,  and  chiefly  because 
no  other  subject  is  likely  to  be  studied  so  continuously  for  a  period  of 
years.  In  view  of  using  English  as  the  basis  of  comparison,  it  seemed 
desirable,  as  indicated  above,  to  make  some  comparisons  between  the 
standing  of  pupils  in  English  and  their  standing  in  other  subjects.  The 
comparisons  here  made  are  very  brief  and  will  need  to  be  carried  farther 
in  order  to  get  conclusions  that  will  be  valid  in  any  extensive  way. 
However,  the  groups  considered  are  large  enough  to  be  suggestive  at 
any  rate. 

'  The  actual  percentage  of  retention  for  school  No.  5  between  the  first-  and  second- 
year  English  is  76.05;  between  the  second-  and  third-j^ear  English,  80.84;  between, 
first-  and  second-year  Latin,  81 .  24;  and  between  first-  and  second-year  mathematics, 
76.80.  In  school  No.  8,  between  first-  and  second-year  English,  88.09;  between 
second-  and  third-year  English,  90.47;  between  first-  and  second-year  Latin,  86.83; 
between  first-  and  second-year  mathematics,  71.42.  In  school  No.  9,  between  first- 
and  second-year  English,  72.63;  between  second-  and  third-year  English  75.45; 
between  first-  and  second-year  Latin,  70.96,  and  between  first-  and  second-year 
mathematics,  87.17. 

» In  the  composite  charts  of  the  three  schools  the  actual  percentage  of  retention 
between  the  first-  and  second-year  English  is  78.40;  between  second-  and  third- 
year  English,  79.38;  between  first-  and  second-year  Latin,  82.04,  and  between  first- 
and  second-year  mathematics,  75.50. 


34 


STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 


Table  IV  shows  a  summary  of  some  comparisons  made  m  the  sub- 
jects of  English,  Latin,  science,  mathematics,  and  history.  Most  of  the 
pupils  considered  are  represented  in  school  No.  5.  The  charts  are  not 
presented  in  this  thesis. 

While  it  would  be  more  significant  to  compare  the  results  of  science 
and  mathematics  to  that  of  English  and  mathematics  within  the  same 
school,  yet  it  is  of  some  importance  to  note  that  the  relation  between 
science  and  mathematics  in  school  No.  o  is  somewhat  closer  than  that 
between  English  and  Latin  in  school  No.  5,  and  also  closer  than  between 
English  and  mathematics  in  school  No.  5.     As  table  IV  shows,  the  relation 


67.87 


H.    S.   Ko.    9 


TABLE  IV 
Shows  relation  between  different  subjects  within  the  high  school. 


between  English  and  history  in  school  No.  5  is  higher  than  that  between 
the  English  and  mathematics.  However,  the  differences  in  retention 
between  these  various  subjects  are  not  after  all  so  great  as  to  warrant 
the  conclusion  so  often  made  that  the  majority  of  pupils  who  are  either 
good  or  mediocre  or  poor  are  likely  to  be  strongly  the  reverse  in  other 
subjects.'  For  when  the  average  of  the  percentages  of  those  pupils 
from  the  higher  and  lower  tertiles  who  stay  above  or  below  the  median 
is  secured,  the  result  in  the  majority  of  the  comparisons  made  is  a  reten- 
tion of  over  75  per  cent.^ 

On  the  basis  of  the  results  of  the  comparisons  made  between  the  same 
subjects  in  different  years  within  the  high  school,  and  on  the  basis  of  the 
brief  comparisons  made  between  different  subjects  within  the  high  school, 

'  The  above  results  agree  with  the  conclusion  of  Walter  R.  Miles  in  an  article  on 
"A  Comparison  of  Elementary  and  High-School  Grades."  "The  rank  which"  a 
pupil  "receives  in  any  one  subject  will  represent  the  rank  which  he  receives  in  all 
subjects"  (p.  22). 

^  The  actual  percentage  of  retention  expressed  in  terms  of  the  median  method  is 
for  school  No.  5,  between  Freshman  English  and  Freshman  Latin,  78. 68;  between 
Freshman  English  and  Sophomore  history,  77.46;  for  school  No.  9,  between  Fresh- 
man science  and  Freshman  mathematics,  72.62. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  35 

it  is  fair  to  conclude  that  there  is  in  actual  practice  a  retention  within  the 
high  school  of  approximately  80  per  cent. 

The  above  result  is  stated  in  terms  of  the  modified  median  method. 
On  the  other  hand,  based  on  the  results  of  the  comparisons  made  between 
the  same  subjects  and  between  different  subjects,  according  to  the 
"tertile  group"  method,  there  is  a  retention  of  at  least  between  50  and 
60  per  cent  within  the  h'gh  school  itself. 

By  means  of  a  diagram  it  is  possible  to  get  another  measure  of  reten- 
tion not  necessarily  in  terms  of  percentage.  Diagram  II  shows  not 
only  how  many  persons  are  retained  straight  through  three  years  of 
English  work,  but  it  also  shows  the  amount  of  shiftmg  and  retention 
that  has  occurred  within  the  groups — high,  middle,  or  low,  respectively. 

Diagram  II  for  school  No.  8  shows  that  24  pupils  went  through 
three  years'  work  without  going  out  of  the  high  tertile  and  also  24  other 
pupils  went  through  the  same  number  of  years  without  going  out  of  the 
lower  tertile  group;  28  pupils  out  of  the  42  in  the  high  tertile  of  the  first 
year's  work  remain  in  the  high  tertile  of  the  second  year's  work;  12  of 
these  same  pupils  pass  down  to  the  second  teruile;  and  2  of  them,  to  the 
third  tertile  in  the  second  year's  work. 

The  diagram  is  simple,  providing  the  reader  keeps  in  mind  that 
by  a  glance  it  may  be  seen  that  the  arrangement  of  the  numbers  in  the 
second  year's  work,  namely,  29,  11,  and  2,  in  the  lower  tertile  indicates 
that  2  pupils  have  come  from  the  high  third,  11  from  the  middle  third, 
and  29  from  the  lower  third  of  the  first  year's  work.  The  tertiles  at  the 
top  of  the  diagram  are  divided  into  three  sections,  which  may  be  seen 
and  interpreted  at  a  glance.  For  illustration,  the  numbers  24,  9,  and  i, 
representing  pupils  in  the  third  year,  indicate  that  these  pupils  have 
come  from  the  lower  tertile  of  the  second  year's  work;  4,  3,  and  i,  or  a 
total  of  8,  have  come  from  the  middle  group  of  the  second  year. 

A  convenient  means  of  indicating  what  happens  to  any  one  pupil 
is  by  the  use  of  figures  placed  opposite  the  numbers  that  represent 
different  pupils.  For  example,  let  46-1,  46-1,  46-1  indicate  the  fact 
that  this  pupil  has  maintained  his  position  within  the  high  third  of  the 
group  throughout  the  three  years  of  work.  Similarly,  let  24-2,  24-2, 
24-2,  or  27-3,  27-3,  25-3,  indicate  the  position  of  two  other  pupils  in 
the  middle  and  lower  groups  throughout  three  years  of  English  work. 
The  following  is  a  summary  way  of  indicating  the  positions  of  126  pupils 
throughout  the  three  years  of  high-school  Enghsh.  From  such  a  table 
as  this  it  is  a  simple  matter  to  construct  the  above-mentioned  diagram. 


36 


STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 


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COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


37 


This  tabulated  scheme  shows  not  only  the  standing  of  the  class  as 
a  whole,  but  any  one  mdividual's  relative  standing  in  the  three  years' 
work  can  be  seen  at  a  glance. 

Both  the  diagram  and  this  scheme  show  clearly  that  proportionately 
more  of  the  upper-  and  lower-third  pupils  pass  straight  through  than 


Relation  of  the  low-| 

Relation 

of 

the  mid-T 

Relation 

of  the  high  1 

er  tertlle  of  first 

die  tertile 

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year  English  to  eeo- 

English 

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year  English  to  sec- 

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and  third  year  Eng-  | 

ond  and  third  year 

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llBh 

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24 

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29 

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46 

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31 

2 

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72 

1    1 

103 

3 

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50 

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74 

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112 

3 

3 

70 

2 

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79 

1   1 

120 

3 

3 

101 

2 

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47 

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125 

3 

3 

106 

2 

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49 

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4 

3 

3 

114 

2 

2 

2 

71 

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3 

3 

66 

2 

2 

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80 

1   1 

3 

3 

94 

2 

2 

2 

51 

1   1 

b8 

3 

3 

107 

2 

2 

2 

76 

1   1 

13 
118 

3 

3 

3 
3 

35 
90 

2 

2 

?. 

77 
2 

1   1 

2 

2 

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3 

3 

27 

2 

2 

1 

22 

36 

3 

3 

19 

2 

2 

1 

87 

1   1 

116 

3 

3 

96 

2 

2 

1 

93 

1   1 

15 

3 

3 

14 

2 

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59 

1   1 

25 

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43 

2 

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67 

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104 
34 

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23 

100 

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48 

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84 

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30 

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88 

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55 

3 

3 

33 

2 

1 

69 

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121 

3 

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82 

2 

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83 

23 

3 

3 

97 

2 

1 

1 

40 

1 

61 
91 

3 

3 

3 

113 
92 

2 
2 

1 
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26 
111 

1   1 

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-1- 

i 

1   1 

2 

9 

3 

2 

95 

2 

1 

117 

1   1 

2 

21 

3 

2 

119 

2 

2 

110 

1   1 

2 

6b 

3 

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39 

2 

2 

86 

i   1 

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53 

3 

2 

78 

2 

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54 

56 

3 

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64 

2 

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98 

1 

115 

2 

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75 

99 

3 

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45 

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81 

102 

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6 

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3   3 

is  the  case  in  the  middle  group.  It  is  possible,  therefore,  to  determine 
in  many  cases  what  pupils  are  likely  to  do  after  their  first  year  of  high- 
school  work  by  such  a  graphic  scheme  as  this.  For  it  has  been  seen  that 
a  large  proportion  of  the  pupils  who  do  well,  mediocre,  or  poor  in  the 
first  year  of  high-school  EngUsh  are  likely  to  be  similarly  grouped  in 
the  other  years  of  their  high-school  English. 


38 


STANDARDIZATION   OF    SCHOOLS    OF   KANSAS 


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35 


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r-l^^HHr^r^r^r^cgC«4MMNtOtOt'itO^^-*lOlO^O 
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42 


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48 


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52  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

SEC.  III.      THE   RELATIVE   STANDING   OF   PUPILS   BETA\^EEN   GRAMMAR 
SCHOOLS  AND  HIGH   SCHOOLS 

These  comparisons  are  made  largely  within  each  school  separately, 
since  it  did  not  seem  plausible  to  bring  them  together  clearly  in  one 
general  comparison.  While  the  main  purpose  is  to  find  out  the  corre- 
lation between  the  grammar  school  and  high  school  through  a  compari- 
son of  pupils  in  single  subjects,  yet  any  facts  that  may  corroborate  or 
weaken  points  already  brought  out  in  previous  sections  relative  to  dis- 
tribution of  marks  will  also  be  discussed.  Charts  38*-88  inclusive 
represent  the  distributions  of  the  marks  of  pupils  in  the  grammar  school 
and  high  school.' 

Some  of  the  schools  here  involved  did  not  use  the  percentage  system 
of  marking.  In  such  cases,  where  the  number  of  pupils  is  large,  the 
actual  distribution  of  marks  is  shown  by  accompanying  graphs,  and  the 
columns  as  orginally  charted  are  broken  up  into  convenient  forms  for 
printing. 

It  was  impossible  to  chart  separately  in  tertile  groups  each  of  the 
ward  schools  of  the  various  cities.  Consequently  a  composite  chart 
for  the  ward-school  marks  is  used  to  represent  the  grammar  school. 
For  example,  in  the  first  comparison  which  follows,  the  high  school  is 
represented  by  5,  and  the  composite  of  the  ward  schools  of  this  city  is 
numbered  5'. 

The  eighth-grade  work  has  been  used  as  a  basis  of  comparison  to 
represent  the  grammar  school.  But  in  one  city  included  in  this  section 
of  the  discussion  there  is  no  eighth  grade.  Pupils  are  sent  on  to  high 
school,  therefore,  after  successful  completion  of  the  seventh-grade  work. 

Some  of  the  marks  secured  from  the  high-school  records  are  averages 
of  the  two  semesters;  others  are  marks  representing  the  final  standmg 
at  the  close  of  the  year.  The  marks  used  in  the  eighth  grade  in  case  of 
school  No.  5'  which  follow  are  averages  of  the  estimates  made  by  teach- 
ers throughout  the  year  and  of  the  final  examination  given  at  the  end 
of  the  year.^ 

a)  Comparisons  between  grammar  school  iVo.  5'  and  high  school  No.  5. 
— Sometimes  the  question  has  been  raised  as  to  whether  the  relation 
between  the  eighth-grade  work  and  the  high  school  varies  to  any  con- 
siderable degree  in  case  the  comparison  is  made  beyond  the  Freshman 

'  A  repetition  of  38  in  numbering  the  charts  made  it  necessarj^  to  number  the 
above  one  38^ 

'  The  grades  of  all  the  ward  schools  of  this  city  are  kept  in  a  centrally  located 
building.  They  cover  a  period  of  over  ten  years.  They  are  preserved  in  large  bound 
volumes,  and  would  furnish  a  large  amount  of  data  for  further  investigation. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  53 

year  in  the  high  school.  A  comparison  has  here  been  made  between  the 
eighth-grade  English  and  between  each  of  the  four  years  separately, 
together  with  a  comparison  between  the  eighth  grade  and  the  average 
of  the  four  years'  work  in  high-school  English,  in  order  to  determine,  if 
possible,  whether  any  one  year,  or  whether  the  average  of  four  years, 
should  better  be  used  in  trying  to  measure  the  efficiency  of  the  relation 
between  the  two  institutions. 

The  previous  discussions  have  called  attention  to  the  variations  in 
the  distributions  of  marks  within  the  same  institution,  and  it  may  be 
noted  that  in  charts  38^-43  there  are  frequent  variations  in  the  curve 
of  distribution. 

The  eighth-grade  English  in  chart  38^  tends  toward  a  normal  dis- 
tribution with  the  mode  about  90  per  cent.  Ignoring  for  a  moment 
the  characters  which  accompany  the  numbers  in  high-school  charts 
39-43,  a  considerable  fluctuation  of  the  groups  may  be  observed.  The 
first  year  of  high  school  in  chart  39  has  a  rather  rectangular  distribution, 
with  the  fewer  number  of  marks  toward  the  top  of  the  stale  and  with 
several  modes.  The  skew  toward  the  lower  end  of  the  scale  is  even  more 
marked  in  the  Sophomore  and  Junior  years.  And  in  chart  42  there  is 
apparently  a  somewhat  capricious  change  in  the  grouping.  An  average 
of  four  years'  work  of  English  naturally  smooths  out  the  irregularities 
in  the  distribution,  as  may  be  seen  in  chart  43. 

Is  the  low  skew  in  chart  39  justifiable  when  compared  wnth  the  same 
pupils  in  the  eighth-grade  English  in  chart  38^  ?  In  view  of  the  high- 
school  English  marks,  as  charted  in  the  remaining  years,  one  can  scarcely 
avoid  the  conclusion  that  either  this  skewing  toward  the  bottom  of  the 
scale  is  capriciously  done,  or  that  there  is  some  lack  of  co-ordination 
within  the  high  school  itself.  Further  scientific  evidence  bearing  upon  the 
above  conclusion  could  be  obtained  by  making  such  comparisons  between 
the  sixth,  seventh,  and  eighth  grades  as  have  been  made  between  the 
seventh  and  eighth  grades  in  sec.  I  of  the  previous  discussion. 

The  distribution  of  the  marks  of  181  pupils  in  eighth-grade  English, 
as  shown  in  chart  44,  is  somewhat  similar  in  its  grouping  of  students  to 
that  of  chart  38%  from  which  group  of  212  pupils  these  181  are  taken. 
A  more  rectangular  equalization  of  marks  over  the  scale  occurs  in  the 
case  of  the  Latin,  chart  45-  The  retention  shown  in  table  V  indicates 
a  closer  relation  than  was  found  to  be  the  case  between  the  eighth-grade 
English  and  the  Freshman  high-school  English.  A  legitimate  question 
to  raise  here  is.  To  what  extent  may  this  closer  correlation  between  Latin 
and  English  be  due  to  the  influence  of  formal  grammar  work  in  the 
eighth  grade  ? 


54  STANDARDIZATION   OF   SCHOOLS    OF    K.A.NSAS 

Charts  46  and  47,  comparing  eighth-grade  history  with  Sophomore 
history,  show  a  skewing  of  the  curves  of  distribution  in  the  opposite 
directions.  This  same  tendency  occurred  in  the  previous  charts,  38' 
and  39,  comparing  eighth-grade  English  with  the  Freshman  year.  But 
the  total  retention  in  case  of  history  is  several  per  cent  higher  than 
in  the  case  of  English,  either  for  the  Freshman  or  Sophomore  years. 

There  is  more  similarity  in  the  distribution  of  marks  between  charts 
48  and  49  than  there  is  between  charts  48  and  50.  It  may  be  noted, 
however,  that  the  higher  end  of  the  scale  is  used  in  the  eighth-grade 
arithmetic,  but  not  in  the  Freshman  mathematics.  Three-fourths  of 
the  marks  of  the  pupils  occur  in  the  upper  half  of  a  range  of  twenty-six 
points  in  the  scale  used  in  arithmetic.  What  explanation  or  justification 
is  to  be  offered  for  omitting  wholly  the  five  points  at  the  upper  end  of 
the  scale  in  the  Freshman  year,  and  for  the  rather  equal  distribution 
over  the  scale,  with  a  weighting  at  the  bottom  in  the  Sophomore  year, 
and  in  spite  of  the  fact  that  these  are  the  same  pupils  ?' 

Table  V,  showing  a  summary  of  the  comparisons  made  between  the 
grammar  school  and  high  school,  indicates  that  the  percentages  of 
retention  are  lower  between  the  two  institutions  than  was  found  to  be 
the  case  earlier  within  the  same  institutions.* 

While  standards  and  practices  are  no  doubt  more  likely  to  differ 
between  different  institutions  than  in  the  same  institution,  yet  when 
there  is  a  low  retention  between  primary  and  secondary  school  work  is 
there  not  something  to  be  done  to  remedy  matters,  either  from  one  side 
or  the  other,  and  probably  in  most  cases  from  both  sides?  In  such 
large  groups  as  we  have  here  been  considering  would  it  be  too  much  to 

'  Since  there  are  2J  years  of  mathematics  required  for  entrance  to  college,  students 
of  course  cannot  drop  it  at  the  end  of  the  first  year  if  they  are  expecting  to  go  on  to 
college. 

'  While  the  comparisons  made  in  English  show  some  variations  in  retention,  yet 
a  tentative  conclusion  is  justifiable.  Either  the  retention  for  the  Freshman  year 
or  for  the  four  years'  average  would  give  a  fair  indication  of  the  relation  between  the 
two  institutions  on  the  basis  of  a  single  subject. 

One  advantage  in  using  the  Freshman  year,  providing  the  two  institutions  are 
working  in  co-operation,  would  of  course  be  that  there  is  not  likely  to  be  so  much 
difference  between  the  eighth-grade  English  and  the  Freshman  English  as  there  is 
between  the  eighth-grade  and  some  of  the  later  j^ears  of  high-school  English,  and 
hence  in  some  sense  this  would  result  in  a  fairer  statement  of  the  correlation.  Further- 
more, real  articulation  of  the  gram.mar  school  and  high  school  depends  more  upon  the 
first  year  of  high  school  than  on  any  other,  and  so  the  matter  needs  to  be  thought  of 
in  terms  of  expediency.  An  advantage  in  using  the  four  years'  average  is  that  it 
includes  all  the  variable  factors  entering  into  the  three  or  four  j^ears  of  English  taken. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


55 


expect  that  the  retention  between  the  eighth-grade  work  in  a  single 
subject  should  be  about  as  high  as  that  between  representative  years 
within  the  same  institution  ? 

When  table  V  is  compared  with  the  previous  table,  that  summarizes 
the  retentions  within  the  institutions  themselves,  it  will  be  found  on 
the  whole  that  the  results  are  lower  between  different  institutions  than 
within  the  institutions.  According  to  the  tertile  method,  the  retention  is 
below  50  per  cent  except  in  the  comparison  between  eighth-grade  English 


Sng.of  212  pupils  H.S.Mo.S 

1 

1 

si 
S 

Jun. 

,.. 

1 

sen     Yr,^_ 

t 

5 

~ 

T 

T^ 

?, 

3 

Ter. 
Ret. 

J  3 

3 

Ter. 
Ret., 

4^ 

^ 

^ 

j- 

33 

4fi   47 

■11 

17 

13 

57.74 

40  19 

55.331 

iji; 

1=. 

50. .70 

"~ 

19 

37  .14 

19 

?B 

23 

40.00 

21 '30 

19 

42.85 

J  22^ 

^ 

31.42 

~ 

25 

35 

42.29 

10,21 

40 

56.3.3 

nUs 

^ 

41.39 

4fi    17 

Tot .Ret . 

44   33 

Tot. Ret. 

53.17 

Tot. Ret. 

43.39 

5 

■u    <;    fr   Ua 

th. 

I 

H.S.So.Uath. 

H 

S.So.h 

1 

.^■?-V-Yl--,' 

Ret 

1 

„ 

3 

Ret. 

X 

2 

3 

Ret. 

A 

2 

t-^ 

Ret. 

— 

56    32 

38 

17 

13. 

PI 

10. 

53.52 
r'9.57 

3fi 

27 

8 

50.71 

32 

i° 

12. 

53.33! 

"7 

37  .14 

23 

25122 

35.71 

2 

.28 

IL 

45.92J 

— ' 

-n 

40   84 

— 
15 

7fi 

29 

-10.84 

12 

18  141 

57.84 

Ik 

17 

32 

53.33 

■1 

44,81 

lot. Ret. 

41.  5C 

Tot. Ret. 

48. 1: 

Tot. Ret. 

50.82 

1 

ATer.    of 

4  yri 

1 

r, 

3 

Ret 

1 

M 

24 

9 

57.74 

Table  V  showe  the   retention  tetween  the 

? 

25 

25 

20 

35.71 

graiuLar  8 -hool   (So.5')   and  high  school 

3 

e 

?,1 

42 

59  .i: 

Ho. 5. 

,       Tot .Ret. 

49.52 

and  Junior  English  and  the  comparison  between  eighth-grade  English 
and  Freshman  Latin  for  high  school  No.  5  and  grammar  school  No.  5'. 

When  these  same  comparisons  are  performed  according  to  the  modified 
median  method  the  general  result  is  that  there  is  a  retention  of  about 
70  per  cent  between  grammar  school  No.  5'  and  high  school  No.  5. 
The  exact  percentages  of  retention  appear  in  the  footnote  below.' 

'  For  eighth-grade  and  Freshman  English,  66 .  18;  for  eighth-grade  and  Sophomore 
English,  64.78;  for  eighth-grade  and  Junior  English,  71-83;  for  eighth-grade  and 
Senior  English,  67.60;  for  eighth-grade  and  the  four  years'  average,  76.05  per 
cent;  for  eighth-grade  and  Freshman  mathematics,  61.96;  for  eighth-grade  and 
Sophomore  mathematics,  68 .  30;  for  eighth-grade  and  Sophomore  history,  73  •  93,  and 
fo  eighth-grade  English  and  Freshman  Latin,  71-66  per  cent.  It  will  be  observed 
that  the  percentages  of  retention  according  to  this  method  change  a  little  relatively 
among  the  different  years  and  subject  themselves  from  that  shown  in  table  V.  This 
is  to  be  accounted  for  by  the  fact  that  in  the  tertile  divisions  the  middle  third  is 
such  a  variable  factor. 


56  STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 

b)  Comparison  between  grammar  school  No.  8'  and  high  school  No.  8 
in  English  only. — Charts  51  and  52  represent  the  distributions  of  the 
marks  in  eighth-grade  EngUsh  and  an  average  of  the  three  years  of  work 
done  in  the  high  school.'  In  chart  51  the  marks  of  the  eighth-grade 
pupils  are  numerous  toward  the  higher  end  of  the  scale.  This  was  found 
to  be  characteristic  not  only  of  grammar  school  No.  8',  but  in  the  majority 
of  the  grammar  schools  studied  it  was  found  to  be  a  general  tendency 
to  load  the  scale  of  grading  toward  the  top.  Such  tendencies  as  these 
have  already  been  observed  in  charts  38%  46,  48.  It  may  also  be  noted 
in  the  advance  charts  55,  57,  83,  85,  and  in  such  graphs  as  accompany 
charts  60,  62,  64. 

Several  reasons  were  offered  for  this  by  various  principals  and  super- 
intendents. Some  said  it  was  because  there  was  more  inclination  to 
lump  off  grades  in  the  grammar  school  than  in  the  high  school ;  others, 
that  it  was  partly  due  to  the  fact  that  parents  influenced  either  directly 
or  indirectly  the  estimates  made  by  teachers;  others,  that  it  is  not 
possible  to  make  fine  discriminations  in  the  ratings  of  pupils  in  the 
grammar-school  work;  others,  that  it  was  an  attempt  on  the  part  of 
teachers  so  to  encourage  pupils  that  they  would  continue  their  work  and 
go  on  to  high  school.  Whatever  the  explanation  may  be  of  this  tend- 
ency to  skew  toward  the  top  of  the  scale,  the  tendency  obv-iously  exists. 
An  exception  to  this  occurs  in  chart  53.^ 

The  result  of  the  comparison  in  grammar  school  No.  8'  and  high 
school  No.  8,  as  indicated  in  table  VI  later  on,  shows  that  the  total  reten- 
tion between  the  eighth-grade  EngUsh  and  the  three  years'  average  of 
the  high-school  English  is  about  the  same  as  that  for  the  eighth-grade 
English  and  Freshman  year  in  schools  Nos.  5'  and  5,  but  it  is  lower  than 
the  total  retention  for  the  eighth  grade,  and  the  average  of  the  four 
years'  English  in  schools  Nos.  5'  and  5,  respectively.  In  terms  of  the 
modified  median  method  the  retention  is  71.43  per  cent. 

c)  Comparison  between  grammar  school  No.  10'  and  high  school  No. 
10  in  English  only. — High  school  No.  10  is  of  the  older  type  of  the  county 
high  schools  of  Kansas  to  which  country-school  pupils  are  admitted 
upon  the  satisfactory  completion  of  the  eighth-grade  work.     Some  of 

'  In  high  school  No.  8  the  eighth-grade  marks  here  used  were  recorded  in  the 
same  book  on  the  same  pages  with  the  marks  made  by  pupils  in  the  high  school. 
Such  an  arrangement  would  make  it  an  easy  matter  to  send  to  the  college  or  university 
a  statement  of  the  pupil's  previous  school  career. 

*  Some  of  the  marks  used  in  chart  53  represent  standings  in  the  city  school;  some 
of  the  marks  are  those  received  by  pupils  from  the  country,  who  upon  entering  the 
high  school  are  given  an  entrance  examination  by  a  board  of  examiners. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


57 


the  pupils  in  this  high  school  consequently  have  come  directly  from  the 
country;  some  of  them  have  completed  their  eighth-grade  work  in  the 
city  schools;  many  of  the  parents  of  these  latter  children  have  moved 
from  the  farm  to  the  city. 

This  much  is  said  because  while  the  high  school  of  this  city  and  the 
grammar  schools  are  carried  on  somewhat  separately,  yet  in  reahty  the 
previous  conditions  of  both  the  high-school  pupils  and  grammar-school 
pupils  have  been  very  similar. 


1 

H.S.Bo.8 
Ch«rti   51,    52 

1 
1 

H.S.Ko.lO 
Chr-rts   53.54 

J3 

< 

H.S.No.7 

Charts   55.56 

1 

H.S.U0.7 
Chart.   57.58 

ATer.?  yi 

..Enp 

ATer.3  yrs.Erj? 

Pre.h.   Kath. 

Jresh.    Eng. 

1 

r. 

^ 

Ter. 
Ret. 

1 

2 

^ 

Ret. 

1 

2 

3 

Ter. 
Ret. 

1 

, 

■3 

Ter. 

Ret. 

1 

?,? 

10 

10 

52.38 

30 

15 

15 

60.00 

48 

3,U 

53.33 

46 

.. 

16 

51.11 

2 

14 

ifi 

12 

38.09 

11 

IS 

21 

36.00 

30 

34 

26 

37.77 

30 

29 

16 

32.22 

,1 

6 

ifi 

20 

48.61 

9 

17 

24 

48.00 

12 

29 

49 

54.44 

14 

33 

43 

47.77 

*6.03 

Tot. Ret. 

4a.  00 

Tot .Ret. 

48.51 

rot  .Ret ._ 

43.701 

m 

i 

H.S.No.7 
Cha.Tt8   57,59 

-  j3 

H.S.N0.6 

H..<;.No.6 
Charts   62.63 

H.S.II0.6 
1  Charts   64,65 

Soph.   Eng. 

&  Soph.t'atn. 

Aver. of  Fresh. 
&  Soph.  Lat. 

Aver,    cf  FresU. 
4  Soph.    F.np.   1 

J.U 

'^V. 

J^|3!^h:[: 

1 

2 

3 

Ter. 
Ret. 

1 

Ter. 
2I    3  !   Ret.l 

1 

50 '22 

18 

55.55 

5.1.6  rr 

47.78 

65 

4 

64.35 

29 

9 

66.37 

25  '3' 

,11 

36.66 

42  '40 '30 

35.71 

36 

37 

36.00 

2.5 

49 

,. 

43.7. 

? 

1-i  I35  lu 

■45.65 

..9 

3C 

60 

59.40 

., 

34 

„ 

58.40 

Tot, pet. 

45.74 

Tot. Ret. 146.15 

Tot. Ret. 

53.31 

„..„.. 

56.21 

T.\BLE  VI 
Shows  the  retention  between  eighth-grade  and  high-school  work  in  schools  Nos.  8,  10,  7,  and  6. 

In  the  high  school  the  range  of  the  scale  of  marking  is  from  80-100 
per  cent.  And  as  noted  before,  when  an  average  of  three  or  four  years 
is  taken  the  curve  of  distribution  is  likely  to  be  more  normal  than  when 
any  one  year  is  considered  separately. 

The  percentage  of  retention  is  somewhat  higher  than  in  school  No.  8, 
where  the  average  for  three  years  is  used.  But  as  is  shown  in  table  VI, 
school  No.  10  is  nearer  the  retention  in  school  No.  5,  where  the  average 
of  the  four  years  is  used.  According  to  the  tertile  method  the  retention 
between  school  No.  10'  and  school  No.  10  is  a  little  below  50  per  cent 
when  the  single  subject  of  English  is  considered;  according  to  the 
modified  median  method  it  is  73  per  cent. 

d)  Comparison  between  grammar  school  No.  7'  and  high  school  No.  j 
in  English  and  arithmetic. — Where  different  systems  of  markings  are 
used  it  is  somewhat  difficult  to  make  absolutely  accurate  comparisons, 
either  between  different  subjects  within  the  same  institution  or  between 
the  same  subjects  in  different  institutions.     In  grammar  school  No.  7' 


58  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

the  percentage  system  is  used;  in  high  school  No.  7,  numbers  i,  2,  3,  4. 
In  the  high  school,  numbers  i,  2,  3  represent  the  passing-marks,  respec- 
tively, from  high  to  low  standing;  number  4  indicates  failure. 

As  previously  pointed  out,  when  only  a  three-estimate  system  of 
rating  pupils  is  used  it  is  convenient  to  represent  the  distribution  by 
graphs  accompanying  the  charts  whose  columns  are  broken  up  into 
convenient  forms  for  printing.  When  the  graphs  are  large  they  have 
been  reduced  in  size. 

If  in  the  case  of  the  high-school  marks  we  let  i,  2,  3  represent  respec- 
tively 95,  85,  75  per  cent,  it  is  more  easy  to  find  an  average  of  the  two 
semesters'  work  done  in  any  one  year.' 

In  case  a  pupil  receives  a  mark  of  i  for  the  first  semester  and  2  for 
the  second  semester,  by  the  above  translation  his  standing  would  be 
90  per  cent.  It  is  difficult  for  an  investigator  to  find  an  average  of  the 
pupil's  standing  by  means  of  merely  the  marks  i  and  2,  for  example, 
and  so  the  high-school  marks  of  school  No.  7  have  all  been  reduced  to 
percentages  based  upon  semester  marks.^ 

The  range  of  marking  used  In  charts  55  and  57  is  unusually  wide, 
and  as  pointed  out  in  a  previous  chart,  48,  there  is  a  great  non-use  of  the 
points  toward  the  lower  end  of  the  scale.  The  number  of  marks  occur- 
ring below  75  do  not  evidently  represent  as  distinct  steps  or  gradations 
as  those  of  the  next  fifteen  points  above  75  per  cent. 

From  the  graphs  which  accompany  the  charts  it  is  easy  to  see  at  a 
glance  the  tendency,  in  the  distribution  of  marks,  to  skew  toward  the 
top  of  the  scale.  This  appears  in  a  large  number  of  the  high  schools,  as 
may  be  seen  in  charts  56,  58,  59,  representing  school  No.  7,  and  in' such 
later  charts  as  89,  loi,  103,  105,  and  in  the  charts  representing  the  23 
different  high  schools  which  are  compared  with  the  college.  This,  of 
course,  is  not  necessarily  a  criticism.  Some  exceptions  to  this  upward 
tendency  will  appear  farther  along. 

'  This  is  not  so  accurate  a  method  as  where  the  percentages  are  given  alF  along 
in  a  wider  scale.  Since  i  really  stands  for  a  range  of  grade  about  95,  2  for  a  range  of 
about  85,  and  3  for  a  range  of  about  75,  there  may  be  some  objections  raised  against 
the  above  translations.  But  if  all  of  the  three-estimate  systems  are  treated  in  the 
same  way  the  facts  will  not  be  distorted. 

'  The  records  in  the  high  school  are  temporarily  preserved  on  cards,  and  per- 
manently in  bound  volumes,  but  it  was  very  difficult  to  secure  records  for  the  ele- 
mentary schools  covering  any  number  of  years.  Since  only  high-school  graduates 
were  considered,  it  was  necessary  to  begin  as  far  back  as  1907  for  the  first  elementary 
records.  Many  of  the  records  before  this  were  not  available.  It  was  only  through 
the  assistance  of  trained  helpers  and  persistent  ward-school  and  high-school  princi- 
pals that  the  records  which  had  not  been  destroyed  were  secured. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  59 

The  percentage  of  retention  for  schools  Nos.  7'  and  7,  as  shown  in 
table  VI,  for  English  is  lower  than  in  the  other  schools  so  far  compared, 
but  this  may  be  partly  due  to  the  fact  that  such  a  different  scale  of  marks 
is  used  in  the  two  institutions.  However,  the  retention  for  mathematics  is 
higher  than  was  the  case  in  school  No.  5.  The  result  stated  in  terms  of 
the  modified  median  method  is  a  retention  of  about  70  per  cent.' 

d)  Comparison  between  grammar  school  No.  6'  and  high  school  No.  6 
in  arithmetic,  Latin,  and  English. — A  few  general  explanations  will  be 
of  assistance  in  making  clear  the  comparisons  in  schools  Nos.  6'  and  6. 
The  marks  used  are  in  terms  of  e,  g,  f;  e  stands  for  excellent,  g  for  good, 
and  /  for  fair.  The  records  for  many  years  showed  that  exponents  had 
been  used  with  the  letters  in  order  to  make  finer  discriminations.  For 
example,  in  a  scale  from  70-100,  p  p  or  g^  g^  or  e^  e\  indicated  71,  72, 
83,  85,  96,  and  97,  respectively.^ 

Since  there  were  so  many  available  records  of  the  later  years  which 
did  not  include  exponents,  these  were  dropped  from  the  letters  in  the 
earlier  marks.  But  the  exponents  made  it  possible  to  number  the  pupils 
in  the  eighth-grade  English  in  chart  64  approximately  in  order  of  their 
standing.  Consequently,  number  i  begins  by  representing  one  of  the 
pupils  among  the  very  best,  and  338,  the  final  number  of  the  list,  repre- 
sents one  of  the  pupils  among  the  poorest  in  the  whole  group.  This 
means  in  such  a  chart  as  64  that  indi\ddual  102  has  a  higher  standing 
than  has  no  or  114;  or  that  218  has  a  higher  standing  than  223  or  229, 
for  example.  The  pupils  in  chart  60  are  represented  by  these  same 
numbers. 

The  letters  e,  g,  /  are  used  also  in  the  high-school  markings.^  These 
are  reduced  to  percentages,  as  was  done  previously  in  the  case  of  numbers. 
If  we  let  e  =  95,  §  =  85,  and 7=75,  then  when  a  pupil  has  a  standing  of  e 
during  one  year  and  a  standing  of  g  during  another,  the  average  for  these 
two  years'  work  is  eg,  or  90  per  cent;  in  like  manner  ef  is  85  and/g  is 
80  per  cent.  The  base  lines  are  broken  simply  for  the  purpose  of 
assisting  the  reader  at  a  glance  in  seeing  the  relative  number  of  pupils 
who  have  received  the  various  standings. 

'  The  exact  retention  according  to  method  No.  2  is  67 .  21  for  eighth-grade  English 
and  Freshman  English;  69.94  for  eighth-grade  English  and  Sophomore  English; 
and  65.99  ^or  eighth-grade  arithmetic  and  Freshman  mathematics. 

'  The  records  for  the  ward  schools  of  this  city  were  the  most  elaborate  of  any 
school  investigated.  The  marks  of  the  elementary-school  pupils  have  been  preserved 
for  ten  or  fifteen  years  in  large  bound  volumes,  and  are  kept  on  file  in  the  superin- 
tendent's ofSce. 

3  The  high-school  records  are  kept  on  cards  filed  in  boxes  alphabetically  arranged. 


6o  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

The  distribution  of  marks  in  the  elementary  school,  as  indicated  by 
the  graphs,  re-emphasizes  the  previously  mentioned  tendency  to  skew 
toward  the  upper  end  of  the  scale.  However,  graph  60  shows  a  some- 
what more  normal  distribution  than  62  or  64.  Chart  63  shows  a  peculiar 
equalization  of  marks  over  the  scale  with  about  as  many  excellent  and 
poor  as  there  are  mediocre  pupils.  This  rectangular  distribution  pro- 
vokes the  question  as  to  whether  in  a  group  of  over  300  pupils  capacities 
are  really  so  equally  divided  as  this  chart  would  indicate. 

Graph  60  shows  that  the  absolute  marks  of  the  pupils  as  a  group  are 
higher  than  was  the  case  in  high  school  No.  5,  where  the  groups  were 
shifted  toward  the  lower  end  of  the  scale.  But  when  the  graphs  repre- 
senting 60  and  61  are  compared  Avith  each  other  there  is  considerable 
similarity,  which  probably  indicates  that  the  two  institutions  are  using 
approximately  comparable  systems  of  marking,  at  any  rate  in  this 
particular  subject. 

The  general  result  of  the  comparison  in  grammar  school  No.  6' 
and  high  school  No.  6,  as  shown  in  table  VI,  indicates  that  the  retention 
in  mathematics  is  below  50  per  cent,  as  has  been  the  case  in  schools 
Nos.  5  and  7.  The  retention  in  English  in  school  No.  6  is  higher  than 
in  any  of  the  previous  schools,  which  is  a  probable  indication  of  the 
closer  correlation  between  the  eighth  grade  and  high  school  in  this 
single  subject.  The  retention  between  English  and  Latin  is  higher 
than  the  retention  in  schools  Nos.  5'  and  5  in  this  same  subject.  The 
result  of  the  comparisons  in  schools  Nos.  6'  and  6  upon  the  basis  of  the 
modified  median  method  is  a  retention  of  over  75  per  cent." 

The  result  of  the  comparison  of  these  different  grammar  schools  and 
high  schools  of  Kansas  is  that  there  is  a  retention  of  about  yo  per  cent; 
that  for  schools  Nos.  5'  and  5  being  about  yo  per  cent;  that  for  schools  Nos. 
8'  and  8  in  English  only,  7/+  per  cent;  that  for  schools  Nos.  10'  and  10 
in  English  only,  75  per  cent;  that  for  schools  Nos.  7'  and  7  about  jo  per 
cent,  and  that  for  schools  Nos.  6'  and  6  above  y^  per  cent.^ 

'  The  actual  retention  for  eighth-grade  arithmetic  and  Freshman-Sophomore 
arithmetic  is  69.02  per  cent;  for  eighth-grade  English  and  Freshman-Sophomore 
English  is  77.87,  and  for  eighth-grade  English  and  Freshman-Sophomore  Latin, 
74.75  per  cent.  The  higher  retention  between  grammar  school  No.  6  and  high 
school  No.  6  may  be  partly  due  to  the  fact  that  the  same  system  of  marking  within  a 
narrow  range  or  scale  is  used,  but  it  is  also  no  doubt  due  to  a  somewhat  closer  corre- 
lation of  institutions  on  the  basis  of  single  subjects  compared. 

'  This  result  will  be  supplemented  in  sec.  V.  One  additional  grammar-school 
and  hi,.;h-school  comparison  will  there  be  included.  Sec.  \'  will  deal  only  with  the 
pupils  who  went  on  to  college. 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS  6 1 

e)  Comparison  between  grammar  schools  Nos.  2',  j',  4' ,  and  high 
schools  Nos.  2,  J,  4  in  mathematics,  English,  and  Latin  {not  in  Kansas). 
— Since  the  practice  in  both  elementary  schools  and  high  schools  is 
somewhat  different  from  the  previous  schools  compared  in  this  section, 
a  few  explanatory  statements  are  appropriate  here.  The  elementary 
schools  of  this  city  do  not  have  any  eighth  grade.  Pupils  who  satis- 
factorily complete  the  seventh  grade  are  promoted  to  the  high  school.' 

Since  it  was  necessary  to  go  back  at  least  four  years  for  the  first 
grammar-school  records  of  the  high-school  graduates,  it  was  not  easy 
to  recover  the  marks  of  pupils  who  had  completed  the  grammar  school 
even  eight  or  ten  years  ago.  There  was  great  difficulty  in  securing  the 
grammar-school  marks,  partly  because  of  the  size  of  the  city,  partly 
because  many  records  were  either  scattered  among  individual  teachers 
and  pupils,  or  were  destroyed. 

The  percentage  system  of  marking  is  used  in  the  various  ward 
schools,  but  the  letter  sytem  is  used  in  the  high  schools,  namely,  e  for 
excellent,  g  for  good,  m  for  medium,  and  p  for  poor.  Those  receiving 
the  grade  of  poor  are  graduated  from  high  school,  but  are  not  recom- 
mended for  college.  For  purposes  of  comparison  the  letters  were  reduced 
to  percentages  by  using  e  to  represent  95  per  cent;  g,  85  per  cent;  tn, 
75  per  cent,  and  />,  65  per  cent. 

The  high-school  marks  were  in  the  first  place  charted  separately  and 
compared  with  the  marks  of  the  grammar-school  pupils  who  came  to 
the  high  schools,  respectively.^  Composite  charts  were  afterward  made 
for  the  grammar  schools  and  high  schools.  Grammar  school  No.  2', 
for  example,  represents  the  total  group  of  students  coming  from  the 
different  ward  schools  to  high  school  No.  2. 

In  the  majority  of  instances  charts  66,  68,  70,  73,  75,  77,  80,  repre- 
senting the  grammar  schools,  together  with  the  composite  charts  83, 
85,  and  87,  show  a  tendency  to  a  normal  distribution  of  marks.  In  a 
few  grammar  schools  the  standings  of  pupils  were  recorded  in  terms  of 
a,  b,  c.  Where  this  was  found  to  be  the  case,  these  letters  were  respec- 
tively transferrred  to  95,  85,  75  per  cent.     This  does  not  vitiate  the 

'  The  seventh-grade  records  of  pupils  are  placed  upon  the  diplomas  received 
and  from  these  the  high-school  principal  gets  some  idea  of  the  previous  career  of  the 
pupil.  If  these  could  be  permanently  preserved,  together  with  the  high-school  record 
of  the  four  years'  work,  they  would  furnish  good  data  for  a  comparison  with  the  same 
pupil's  career  in  case  he  goes  on  to  college. 

^  It  was  possible  to  determine  from  the  records  kept  in  high  school  No.  3  in  pre- 
cisely what  order  a  pupil  had  pursued  a  certain  branch.  If,  for  example,  a  pupil  had 
pursued  a  first-year  subject  during  his  Senior  year,  it  was  so  recorded. 


62  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

results  of  plotting  the  curve,  because  these  same  marks,  if  they  had 
originally  been  in  terms  of  percentage,  would  have  been  grouped  around 
these  percentages.  This  fact  explains  the  frequency  of  marks  over  the 
multiples  of  five.  Together  with  this  explanation  it  may  be  added  that 
there  is  ob\'iously  frequent  use  of  the  multiples  of  five. 

Charts  83  and  87  are  composed  of  the  same  pupils.  The  distribu- 
tions of  the  marks  in  the  seventh-grade  arithmetic  and  the  seventh- 
grade  English  are  much  alike.  This  is  an  indication  that  somewhat 
similar  standards  have  been  used  in  the  two  subjects. 

The  mode  in  chart  67,  representing  the  distribution  of  the  marks  in 
Freshman-Sophomore  mathematics  in  high  school  No.  2,  occurs  over 
85  per  cent,  while  in  chart  74,  representing  the  marks  in  high  school 
No.  3,  it  occurs  over  75  per  cent.  Both  tend  toward  a  normal  distri- 
bution. Although  the  curves  of  distribution  are  somewhat  more  nor- 
mal than  in  some  of  the  high  schools  already  charted,  yet  in  67  there 
is  an  upward  skew,  in  74  a  downward  skew. 

Composite  chart  84  includes  an  additional  list  of  students  who 
were  not  included  in  the  original  chartings  of  schools  Nos.  2,  3,  and  4 
separately.'  The  accompanying  graph  shows  a  distribution  more 
normal  than  in  the  majority  of  the  high  schools  studied,  but  there  is  a 
slight  downward  skew. 

Chart  69,  representing  Latin,  skews  toward  the  top  more  than  the 
distribution  in  chart  76,  representing  school  No.  3.  The  composite 
chart  86  also  includes  some  additional  marks  of  pupils.  It  tends  toward 
a  normal  curve,  with  the  group  shifted  a  little  toward  the  top  of 
the  scale. 

In  high  school  No.  4  numerous  marks  appear  toward  the  bottom  of  the 
scale  in  chart  81  which  does  not  appear  justifiable,  either  when  compared 
with  chart  80  in  seventh-grade  English  or  \nth  chart  82,  represent- 
ing the  work  of  the  same  people  during  the  Freshman  and  Sopho- 
more years.^*    Again,  this  distribution  in  chart  81  may  be  compared 

'  The  arrangement  of  marks  in  chart  81  furnishes  ground  for  the  statement  that 
school  4  tends  to  give  many  low  marks  during  the  first  year's  work,  as  is  evidenced 
by  the  fact  that  22  pupils  out  of  73  receive  a  standing  of  65  per  cent,  or  the  rating  as 
poor.  ISIost  pupils  who  remain  in  school  after  the  first  yeai  get  above  this  standing, 
at  least  a  little,  and  so  in  chart  82  some  who  had  an  average  of  pm  for  the  two  years' 
work  appear  over  the  grade  of  80,  and  the  others  have  improved  beyond  this  orignal 
standing. 

-  In  a  few  of  the  composite  charts  additional  pupils  have  been  included.  This  is 
due  to  the  fact  that  some  of  the  data  could  not  be  gotten  until  after  some  of  the  sepa- 
rate charts  had  already  been  completed. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


63 


with  charts  78  and  79  of  school  No.  3,  where  there  is  apparently 
greater  consistency,  within  the  high-school  marking  at  any  rate,  or  with 
charts  71  and  72,  representing  school  No.  2,  or  finally,  with  the  com- 
posite of  299  pupils  in  chart  88,  where  there  is  a  more  normal  distri- 
bution. 


0 

H.  s.  ;io.  2 

5 

H.    i.    No.    2 

i 

H.    3.    lio.    2 

:Wta    66.    it 

Charts   68,    69 
Freeh  Lat 

Charts   10.    11 
2  Sem.?E.En^._ 

Charts    70,    72 

1 

2 

3 

III: 

3 

Ter. 
Ret. 

2 

3 

Ter. 
Ret. 

1 

o 

3 

Ter. 
Ret. 

; 

20 

f 

fi 

62.50 

13 

fl 

4 

52.00 

16 

10 

6 

50.00 

1? 

7 

6 

59.37 

10 

ir 

11 

36.66 

11 

fi 

7 

37.69 

14 

13 

6 

39.39 

13 

15 

6 

45.46 

15 

46,87 

1 

10 

14 

56.00 

.. 

20 

62.50 

0 

11 

21 

65.62 

Tot.    Ret. 

53,60 

Tot, Ret. 

46.05 

Tot. Ret. 

50.51 

Tot. Ret. 

56.70 

i 

H.   3.   ;io.   3 

1 

Freoh.    Lat. 

H.    3.    Ho.    3 

H.    3.    IJo.    3 

■!harta   7S.    fi 
Av.Pr.4  3o.aath. 

Charts   11,    is 
2  3*m.Pr.    Eng. 

;harts  77.   79" 

1 

0 

^ 

Ret! 

1 

, 

3 

Ter. 
Ret. 

1 

3 

Ter. 

Ret. 

1 

3 

'^: 

63.84 

23 

6 

2 

74.19 

20 

9 

2 

43.38 

7 

12 

7 

46.15 

? 

15 

13 

11 

7 

13 

22.58 

1 

4 

19 

56.98 

5 

17 

65,38 

5 

10 

16 

51.61 

0 

15 

16 

57.61 

Tot.    Ret. 

lot .Ret. 

55.12 

Tot. Ret, 

59.13 

Tot. Ret. 

46.23 

^ 
^ 

H.    S.   no.    4 

i 
i 

H.S.    1103.2.3.4 

-i 

H.S.    llos. 2, 3. 4 

ChATta   80,    81 

Charts   80,    82 

Ch£ 

irts   83.    84 
rr  iSo.Math 

Charts   85,    86 
Av  Jr.i  so. Lat 

1 

2 

3 

Ter. 
Ret. 

1 

^ 

3 

Ter. 
Rat. 

1 

2 

3 

Ter. 
Ret. 

1 

2 

3 

Ter. 

I 

14 

^ 

7 

58.33 

14 

fi 

58.33 

31 

28. 
33 

22. 
36 

51.9P 
33.33 

29 

21 

6 

59.99 

? 

7 

11 

7 

44,00 

7 

10 

f) 

40.00 

16 

18 

32. 14 

3 

3 

11 

10 

41.04 

11 

10 

41.66 

18 

37 

45 

46.00 

11 

17 

27 

49,99 

Tot.    Bet. 

47.94 

Tot .Ret, 

46.57 

lot.Het. 

43.14 

Tot. Ret. 

43.97 

i 

H.    S.    llos.    2.3.4 

Table  VII   BhowB  a  eummary  of  the 
oomparlBonB   of  BchoolB  Nob. 
2',    3>,   4-      and     H.   a.  Kob. 
2,    3,   4  .-  not   in  Kaneae. 

Charts..    b7,    68 
M.   Fr.  &  So.'Sat 

1 

2 

3 

ler. 
Ret. 

1 

59 

33 

17 

2 

37 

28 

34 

28.28 

£ 

13 

38 

49 

49.00 

Tot.   Ret. 

42.47 

1 

The  percentages  recorded  in  table  VII  are  summaries  of  the  com- 
parisons made  between  grammar  schools  Nos.  2',  3',  4'  and  high  schools 
Nos.  2,  3,  4  in  mathematics,  English,  and  Latin.  According  to  the 
tertile  method  high  school  No.  3  stands  highest.  This  may  be  partly 
due  to  the  fact  that  in  one  of  the  other  high  schools  there  has  been  a 
considerable  shifting  of  students  because  of  a  new  building  in  construc- 
tion, and  also  because,  in  the  redistricting  of  pupils,  a  rather  large  pro- 
portion of  weaker  pupils  came  in.     And  again,  in  the  remaining  high 


64  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

school,  probably  the  old-line  subjects  do  not  get  the  same  emphasis  as  in 
high  school  No.  3. 

The  total  retention  when  these  schools  are  charted  separately  com- 
pares favorably  with  the  summary  tables  representing  the  schools  of 
Kansas,  yet  the  composite  charts  for  schools  Nos.  2,  3,  4  show  a  rather 
low  retention.  This  is  no  doubt  in  part  due  to  the  fact  that  the  majority 
of  the  added  pupils  were  taken  from  school  No.  4,  where  the  retention 
is  lower  than  in  the  other  two  high  schools,  which  were  charted  sepa- 
rately. The  correlation,  as  before  pointed  out,  is  lowest  in  schools 
Nos.  4'  and  4,  so  that  the  addition  of  students  in  the  composite  charts 
from  school  No.  4  no  doubt  lowers  the  total  retention. 

The  total  retention  between  the  seventh-grade  English  and  the 
Freshman-Sophomore  Latin  in  the  composite  chart  is  higher  than  either 
that  between  seventh-grade  English  and  Freshman-Sophomore  English 
or  than  that  between  seventh-grade  arithmetic  and  Freshman-Sopho- 
more mathematics,  and  the  retention  for  the  mathematics  is  the  lowest. 
It  is  interesting  to  note  that  in  the  majority  of  the  comparisons  made 
in  grammar  schools  and  high  schools  the  correlation  between  English 
and  Latin  has  been  higher  than  the  correlation  between  grammar-school 
English  and  high-school  English. 

While  the  retention  in  terms  of  the  modified  median  method  for  the 
composite  charts  is  a  little  below  jo  per  cent,  yet  when  the  chartings  of  the 
high  schools  are  regarded  separately,  the  general  result  is  about  the  same  as 
in  the  schools  of  Kansas,  namely,  70  per  cent} 

'The  actual  retention  for  the  composite  charts  'n  matliematics  is  65.5  per  cent; 
for  Latin,  68.  27,  and  for  English,  66.  For  the  separate  high-school  comparisons  it 
would  be  above  this,  as  may  be  seen  by  comparing  the  tertile  retention  for  the  com- 
posite with  the  separate  chartings  in  table  VII. 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


6S 


3S5! 


<o  to,  in  w  rf  o 


'«  9> 


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STANDARDIZATION   OF   SCHOOLS   OF    KANSAS 


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68 


STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 


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COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


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STANDARDIZATION   OF   SCHOOLS   OF    KANSAS 


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STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

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COMPARISON   OF    RELATIVE    STANDING   OF    PUPILS 


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STANDARDIZATION   OF   SCHOOLS    OF   KANSAS 


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COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


77 


DlBtrlbntlon  of 
Kerke  In  Chsrt 
lo.   6&. 


'     an  I     OR  '     cin  ' 


Ilstrlbntlon  of 
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Bo.    63. 


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£91  £63  215 

£92  £64  216 

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296  £57  219 

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184  151  120 

185  152  121 

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187  164  123 

188  165  125 

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190  168  127 

191  169  128 

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193  161  130 

194  162  131 
196  163  138 

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198  166  136 

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75 


80 


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302  pupils. 


78 


STANDARDIZATION    OF    SCHOOLS   OF   KANSAS 


DlBtrt>mtlon  of 
HarkB  In  Chart 


Chart  Eo.   64.      Eighth  Grsde   En^.   of  338  pupils. 


A 1 1 1 |33|j^317||28  6      » 

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Slstrlhtitlon  of 
H»rlcE  In  Chart 
5o.   65. 


L  J .  J  „J 


Chert  Bo.   65. 

Averege 

Of  Presh.i  Eoph.  -Bds 

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i^---^ 

COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS 


79 


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COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  87 

SEC.   IV.      SOME   COMPARISONS   OF   HIGH   SCHOOLS   AND   COLLEGES 

This  section  includes  a  comparison  of  the  relative  standing  of  pupils 
between  high  schools  and  colleges,  together  with  some  comparisons  on 
the  basis  of  absolute  marks.' 

The  object  of  this  section  is  to  discover  as  nearly  as  possible  what 
the  actual  existing  relation  is  between  high  schools  and  colleges,  and 
then  farther  along,  on  the  basis  of  these  results  and  those  found  in 
sec.  V,  attempt  to  determine  about  what  should  really  be  expected  to  be 
the  extent  of  correlation  between  the  secondary  and  higher  institutions 
of  learning. 

The  variety  of  the  systems  of  grading  used  in  the  following  schools 
concerned,  here  again,  as  before,  so  complicates  the  process  of  comparing 
schools  that  it  is  not  possible  to  draw  conclus\ons  without  allowing  for 
some  modification  of  statements  relative  to  the  results.' 

A  general  tendency,  previously  noted,  is  obvious  when  we  compare 
such  graphs  as  89,  91',  loi,  103,  105,  107,  109,  or  some  of  the 
smaller  graphs  representing  the  23  different  high  schools  in  chart 
109A  or  117  in  the  advance  section;  namely,  that  the  great  majority 
of  the  distributions  of  high-school  marks  tend  to  skew  toward  the  top 
of  the  scale.  This  may  be  partly  accounted  for  by  the  fact  that 
none  of  the  records  of  eliminated  students  are  included,  but  in  spite  of 
this  explanation  it  may  be  in  part  due  also  to  the  use  of  a  too-narrow 
range  of  estimates. 

Taking  up  more  in  detail  some  of  the  graphs  representing  the  dis- 
tributions of  marks,  it  may  be  noted  that  the  skew  in  chart  89  is  much 
more  exaggerated  in  case  of  the  Freshman  year  than  it  is  in  the  average 
of  three  years  of  English  of  precisely  these  same  pupils  as  shown  in  chart 
91.  But  do  not  charts  90  or  92  indicate  that  the  rating  in  chart  91  is 
probably  more  justifiable  than  that  in  89,  since  the  high-school  Freshman 

'  Since  a  three-estimate  basis  of  marking  practically  amounts  to  ranking  students, 
a  few  schools  were  charted  and  compared  on  the  basis  of  the  original  grouping  rather 
than  by  dividing  them  into  equal  tertile  groups.  The  width  of  the  broken  base  lines 
in  charts  loi,  102,  103,  104,  105,  106  indicates  as  well  as  the  graphs  the  upward- 
skewing  tendency  in  the  high  school  and  college  already  pointed  out  in  the  discussion. 

^College  No.  i  uses  marks,  i,  2,  3,  to  represent  students'  standings  from  high 
to  low,  and  these  stand  respectively  for  90-100,  80-90,  70-80  per  cent.  College 
No.  2  uses  the  percentage  system,  ranging  from  70-100;  college  No.  3  uses  the 
letters  A,  B,  C. 

High  school  No.  i  uses  the  number  system,  i,  2,  3,  indicating  respectively  95-100, 
85-95,  7S~85  per  cent.  Other  high  schools,  as,  for  example.  No.  7,  No.  6,  No.  5, 
use  numbers,  letters,  and  the  ordinary  percentage  system,  respectively. 


88  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

class  as  a  group  does  not  hold  its  position  in  the  Freshman  year  of 
college  ?  And  furthermore,  the  86  pupils  out  of  these  266  represented 
in  chart  91'  who  go  on  to  college  and  graduate,  as  a  group,  hold  their 
place  pretty  well,  as  shown  in  the  graph  for  chart  92', 

The  81  pupils  who  go  on  to  college  No.  2,  represented  in  charts  93,  95, 
and  97,  are  taken  from  the  prev-ious  group  of  212  pupils  in  school  No,  5. 
Numerous  marks  toward  the  lower  end  of  the  scale  here  occur,  as  was 
previously  the  case,  ^^^th  the  whole  group.  When  chart  99,  representing 
Freshman-Sophomore  mathematics,  is  compared  with  the  above  charts, 
it  indicates  that  the  standards  are  somewhat  different  in  the  two  depart- 
ments. 

Again,  the  shifting  of  the  whole  group  of  pupils  in  college  mathematics 
toward  the  lower  end  of  the  scale,  as  shown  in  chart  100,  indicates  that 
the  two  institutions  are  not  using  similar  standards.  For  in  chart  99  the 
pupils  are  grouped  about  the  upper  end  of  the  scale.  Charts  84,  96,  or 
98  indicate  a  sort  of  bimodal  distribution,  with  a  somewhat  larger  number 
of  marks  toward  the  top  of  the  scale,  while  in  chart  100  marks  are  more 
numerous  toward  the  lower  end.  Consequently  the  departments  within 
college  No.  2  are  using  different  standards,  although  these  are  more  alike 
than  those  used  by  the  high  school  and  college. 

Graphs  101-9  indicate  on  the  whole  that  either  the  standards  of  the 
two  institutions  are  not  similar  or  that  the  students  who  go  from  the 
high  schools  are  not  strong  enough  to  maintain,  as  a  group,  their  posi- 
tions. Whenever  there  has  been  any  considerable  number  of  pupils 
involved  in  these  comparisons,  in  very  few  instances  do  the  graphs 
show  a  normal  distribution  of  high-school  pupils,  examples  of  which, 
not  before  used,  are  charts  loi,  103,  105,  107,  indicating  absolute  marks; 
while  on  the  other  hand  college  No.  i,  as  evidenced  by  graphs  102,  104, 
106,  108,  has  in  the  majority  of  cases  distributed  its  marks  somewhat 
according  to  the  normal  curve. 

A  very  brief  discussion  of  some  of  the  charts  representing  the  23  dif- 
ferent high  schools,  together  with  composite  charts  of  these  same  pupils, 
will  furnish  some  notion  of  the  relation  of  these  schools  to  college  No.  i. 
See  charts  107-9A. 

After  finding  out  the  standing  of  these  pupils  in  terms  of  percentage, 
they  were  translated  into  terms  of  i,  2,  3,  and  then  charted  and  graphed, 
separately,  in  the  first  instance,  as  well  as  charted  and  graphed  in  com- 
posite form  later.' 

»  The  percentage  system  is  used  in  practically  all  of  these  high  schfiols.  Since 
college  No.  i  uses  the  marks  i,  2,  3,  it  was  thought  that  it  would  be  interesting  to  find 


COMPARISON    OF    RELATIVE    STANDING    OF   PUPILS  89 

Schools  Nos.  22,  25,  and  5  are  exceptions  to  the  skew  upward.' 
While  schools  Nos.  5  and  22  hold  their  positions  in  the  college  or  prob- 
ably improve  as  a  group,  school  No.  25  as  a  group  does  not  do  so  well 
in  maintaining  its  relative  position.  School  No.  21  has  a  peculiar 
rectangular  distribution  which  is  hardly  possible  with  any  large  num- 
ber of  pupils,  but  this  group,  too,  improves  as  a  whole  in  the  college. 
The  different  relations  between  the  standings  of  the  high-school  pupils 
in  schools  Nos.  35  and  i8,  and  in  college  No.  i,  either  show  a  differ- 
ence in  the  use  of  standards  by  the  college,  or  it  shows  that  high  school 
No.  25  is  the  weaker  of  the  two. 

It  might  be  concluded  from  the  graphs  in  chart  109A  that  in  such 
schools  as  Nos.  12,  23,  14,  15,  17,  20,  8,  24,  27  only  the  stronger  pupils 
enter  college,  if  it  were  not  for  the  distribution  of  marks  which  occurs 
during  the  Freshman  year  of  college  work.  It  may  be  noted  that  the 
groups  as  a  whole  shift  toward  the  lower  end  of  the  scale  in  college  No.  i . 

The  actual  percentage  ratings  were  charted  in  chart  109  to  indicate 
that  the  translation  of  the  percentages  to  i,  2,  3  did  not  distort  in  any 
way  the  grouping  of  the  marks.  For  chart  107  shows  the  same  tend- 
ency through  its  graph  to  skew  toward  the  top  as  is  found  in  chart  109. 
And  while  there  are  exceptions  to  this  tendency,  found  in  the  sepa- 
rate graphs  of  the  23  schools,  yet  the  composite  charts  107  and 
108  warrant  the  statement  that  there  is  a  more  normal  distribution 
of  grades  in  college  No.  i  than  in  the  23  high  schools  considered  as  a 
whole.^  As  has  been  said  relative  to  previous  charts,  so  here  it  may 
be  reiterated  that  it  is  possible  to  determine  what  the  relative  standing 
of  individuals  is,  as  well  as  of  the  group,  by  following  out  the  numbers 
accompanied  by  the  characters  plus  and  minus.  For  illustration,  in 
high  school  No.  11  out  of  the  15  pupils  who  had  a  standing  of  i 
in  the  high  school,  6  retained  this  standing  in  the  college,  7  of  them 

out  from  all  the  principals  concerned  precisely  what  is  the  range  of  the  scale  used  in 
the  various  high  schools,  and  exactly  what  percentages  which  they  do  use  are  equal 
to  the  I,  2,  3  marks  of  the  college. 

From  this  investigation  it  was  learned  that  the  large  majority  of  the  high  schools 
are  using  a  range  of  70-100  per  cent,  in  which  i  equals  90-100;  2,  80-90;  3,  70-80. 
In  the  other  several  schools  i  equals  90-100;  2,  80-90;  3,  75-80;  or  i  equals  90-95; 
2,  85-90;  3,  80-85;  or  I  equals  95-100;  2,  85-95;  3,  75-85;  or  A-t-  equals  97-100; 
A,  90-97;   B-I-,  85-90;   B,  80-85;   C,  70-80. 

'  The  23  high  schools  do  not  appear  in  any  logical  order  because  it  was  necessary 
to  rearrange  the  charts  for  the  purpose  of  printing  them. 

'  Charts  107  and  108  have  been  used  in  finding  the  retention  between  the  composite 
23  high  schools  and  college  No.  i. 


90 


STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 


fell  back  to  the  standing  represented  by  2,  and  2  of  them  fell  back 
to  a  standing  of  3.  The  fact  just  pointed  out  is  indicated  by  the  accom- 
panying stars.  This  indicates  that  the  standards  of  the  two  institutions 
are  not  the  same,  and  probably,  too,  that  not  all  of  the  high-school 
pupils  are  able  to  do  the  work  according  to  the  standard  set  up.  It 
may  mean  that  the  standard  of  the  college  ought  to  be  modified,  together 
with  the  standards  of  the  high  schools. 

Since  pupils  need  to  readjust  themselves  whenever  they  enter  dif- 
ferent institutions,  it  was  thought  that  it  would  be  of  some  significance 
to  compare  the  first  year  of  the  high-school  English  with  the  first  year 
of  college  English,  as  well  as  to  make  the  comparison  between  the  aver- 
age of  the  three  years'  high-school  English  and  the  Freshman  college 


i 

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Col.    V.O.     1 

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Fresh.    Eng. 
Charts    39.    30 

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Fresh.    Eng. 
Charts    93.    94 

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Ret. 

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M 

5 

56. IB 

59 

27 

3 

66.28 

10 

13 

4 

37.07 

Ifl 

7 

4 

62.06 

2 

29 

2? 

31 

24 

11  _4 

10 

22.22 

11 

13 

44.26 

2, 

11 

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55 

M,79 

6 

23   60 

67,41 

6  _£ 

13 

48.14 

0 

B 

21 

6S.96 

Tot.   Ret. 

50.00 

Tot .Ret. 

59.02 

Tot. Ret. 

36.80 

Tot7Ret. 

60.46 

■i 

i 

C9)>.    i;o.    2 

i 

Col.    :!0.    2 

J3 

1 

Col.    !;o.    2 

Tatle  Vin 
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relative 
standing   of 
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high  school 
and   college 

Fl 

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arta.    95.    96 

Fresh 
Chart 

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Fresh.    !i 
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Ret. 

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Ret. 

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7 

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12 

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9 

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5 

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17 

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4. 

8 

15 

55.55 

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Tot.   Ret. 

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Tot.Reti 

40.00 

English.  Table  VHI  indicates  that  the  total  retention  is  59.02  per 
cent  in  the  latter  comparison  and  50  per  cent  in  the  former,  which 
probably  signifies,  in  harmony  with  statements  already  made,  that  it 
takes  the  high-school  student  some  time  to  get  adjusted  in  his  first  year's 
work.  A  further  comparison  in  charts  91'  and  92'  of  the  three  years' 
average  of  high-school  English  with  the  four  years  of  English  taken  in 
college  corroborates  this  statement.  For  the  86  pupils  out  of  these  266 
show  a  somewhat  similar  retention  to  that  in  charts  91  and  92,  namely, 
60.46  per  cent,  as  is  shown  in  table  VIII. 

The  results  of  the  comparisons  in  charts  93  and  94,  together  with  the 
results  in  charts  97  and  98,  as  shown  in  table  VIII,  also  justify  the  former 
statement.     The  total  retention  for  high  school  No.  5  and  college  No.  2 


COMPARISON   OF    RELATIVE    STANDING   OF    PUPILS 


91 


is  53.08  per  cent  between  the  Sophomore  high-school  English,  and 
Freshman  college  English;  the  total  retention  between  Freshman  high- 
school  and  Freshman  college  English  is  low,  namely,  35.80  per  cent; 
while  that  between  the  four  years'  average  and  the  Freshman  college 
English  is  45 .  67  per  cent. 

On  the  basis  of  the  single  subjects  compared,  the  results  warrant 
the  conclusion  that  the  correlation  between  the  high  school  and  college 
is  better  for  high  school  No.  i  and  college  No.  i  than  it  is  for  high  school 
No.  5  and  college  No.  2. 

The  amount  of  retention  for  the  schools  compared  on  the  basis  of 
absolute  marks  is  somewhat  similar  to  that  of  the  comparisons  on  the 
basis  of  the  relative  standing,  as  shown  in  table  IX.  The  total  reten- 
tion for  English  between  high  school  No.  7  and  college  No.  i  is  53.57 


1 

Col.  ;io.  1 

X 

I 

Col.    Ho.    3 

<o 

x' 

ft 

Col.    lio.    3 

Fr.    Eng 

Ch.    101.    102. 

Fr.   Col.   Uatn 
Ch.   103.    104. 

Fr     Ene 

Ch.    105,    106. 

I 

II 

m 

Dlv. 
Ret. 

T' 

^ 

B 

C, 

DiV. 
Eet. 

^ 

p 

Div. 
Ret 

1 

26 

23 

? 

E 

52 

26 

17 

63.60 

E 

41 

45 

15 

40.95 

4 

\i 

5 

62,60 

11 

4B 

11 

66.57 

G 

6 

24 

19 

48.97 

5- 

? 

2 

F 

11 

64.60 

F 

2 

6 

40.00 

Tot.   Ret 

53.57 

Tot.    Ret. 

60.32 

Tot      Ret 

43.00 

TABLE  LX 

Showing  retention  between  high  school  and  college  ' 


basis  of  absolute  marks. 


per  cent.  This  is  higher  than  is  the  retention  for  English  between  high 
school  No.  6  and  college  No.  3,  which  was  found  to  be  43  per  cent.  The 
high  retention  of  60.32  per  cent  in  mathematics  for  school  No.  6  may 
be  due  to  the  fact  that  these  pupils  have  been  a  select  body  with  a  special 
interest  in  mathematics.  It  may  be  due  to  the  fact  that  the  standards 
of  the  two  colleges  are  different. 

Composite  charts  107  and  108  represent  pupils  from  23  different 
high  schools,  who  go  on  to  college.  The  total  retention  in  the  subjects 
of  English  on  the  basis  of  absolute  marks  is  53.30  per  cent.'  The 
exact  retention  for  high  school  No.  i  and  college  No.  i  between 
Freshman  high-school  English  and  Freshman  college  English  is  77.52 
per  cent;  between  the  three  years'  average  of  high-school  English  and 
the  Freshman  college  English,  88.76;  between  the  three  years'  average 
of  high  school  and  the  four  years'  average  of  college  English,  87.93; 

'  The  exact  retention  for  each  division  is  as  follows:  45.91  per  cent  for  division 
I;  28.57  for  division  II;  and  71.73  for  division  III.  Retention  here  is  based  upon 
the  number  of  pupils  in  the  original  groups  respectively. 


92  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

for  high  school  No.  5  and  college  Xo.  2,  between  Freshman  high-school 
English  and  Freshman  college  English,  64.81;  between  Sophomore 
high-school  and  Freshman  college  English,  74.07;  between  the  four 
years'  average  of  high-school  and  Freshman  college  English,  75.92; 
between  Freshman-Sophomore  mathematics  and  Freshman  college 
mathematics,  60  per  cent. 

The  result  of  the  comparisons  made  between  high  school  No.  i  and 
college  No.  i  in  a  single  subject,  English,  expressed  in  terms  of  the  aver- 
age of  the  percentage  of  the  pupils  in  the  high  and  low  tertiles  who  remain 
in  the  upper  and  lower  halves  respectively  in  the  college  groups  is  a 
retention  of  over  80  per  cent.  The  result  of  the  comparisons  made 
between  high  school  No.  5  and  college  No.  2  shows  a  lower  retention, 
namely,  somewhere  near  70  per  cent.  These  results  will  be  supple- 
mented in  sec.  V. 

From  the  above  results  it  may  be  concluded  that  the  retention 
between  high  school  and  college  is  between  75  and  80  per  cent. 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS 


93 


Sreph  Bhowlng 
aictrlbntlon 
of  Barks  Is 
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High  Sohool 
Ho,    1. 


I  I  I  I 


Chart  Ko.e9.     Average  of  8  cemeeters  In  fiigllEli  of  266  poplls,  Hljji  Sohool  le.  1. 


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98 


STANDARDIZATION   OF   SCHOOLS    OF   KANSAS 


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COMPARISON   OF   RE:I.ATIVE    STANDING   OF   PUPILS  99 


^•s^u   I — 


lOO  STANDARDIZATION    OF    SCHOOLS    OF    K.A.NSAS 

SEC.    V.      COMPARISON  BETWEEN  THE  RELATIVE   STANDING   OF   THE   SAME 
PUPILS  IN   THE   GRAMMAR   SCHOOL,  HIGH   SCHOOL,  AND   COLLEGE 

The  purpose  of  the  previous  comparisons  has  been  to  try  to  deter- 
mine the  existing  relation  between  the  grammar  schools  and  high  schools, 
and  also  between  the  high  schools  and  colleges,  but  not  necessarily  deal- 
ing with  the  same  pupils  throughout  the  three  institutions.  The  pur- 
pose of  this  last  section  of  chap,  iii  is  to  try  to  determine  the  relation 
of  the  grammar  school  to  the  high  school  and  the  relation  of  the  high 
school  to  the  college  on  the  basis  of  the  marks  made  by  the  same  pupils 
who  have  attended  all  three  of  these  institutions  of  learning. 

In  the  former  sections  naturally  there  were  more  different  pupils 
involved,  because  it  is  very  difficult  to  find  reliable  records  of  large 
numbers  of  pupils  who  have  attended  the  three  institutions.' 

In  order  to  make  such  a  comparison  as  this  in  sec.  V  it  is  necessary 
to  have  available  records  covering  at  least  the  eighth  grade,  the  four 
years  of  high  school,  and  the  first  year  of  college  work.  But  it  is  easy 
to  see  what  a  tedious  process  it  is  to  gather  much  of  this  sort  of  reliable 
data  when  it  is  remembered  that  one-half  of  the  grammar-school  pupils 
drop  out  somewhere  near  the  completion  of  the  fifth  grade,  and  that  not 
more  than  5  per  cent,  approximately,  go  on  to  high  school,  and  not  more 
than  I  per  cent  enter  college.  So  far  as  the  writer  is  aware,  the  collec- 
tion of  the  marks  of  pupils  attending  the  three  institutions  has  not  pre- 
viously been  done  in  an  extensive  way.  And  it  will  need  to  be  carried 
much  farther  in  order  to  justify  wider  conclusions.^ 

While  this  section  also  involves  a  separate  comparison  between  the 
grammar  school  and  high  school,  and  between  the  high  school  and 
college,  yet  it  is  not  a  mere  duplication  of  the  former  sections.  It  will 
be  of  some  interest  to  see  whether  the  percentage  of  retention  for  the 
pupils  who  attend  all  three  of  the  institutions  is  similar  to  the  results 
in  the  former  sections,  although  the  largest  group  of  pupils  used  in  sec. 

'  The  difiiculties  in  securing  reliable  data  for  such  a  comparison  as  this  are  obvious. 
Many  pupils  who  graduate  from  high  school  have  completed  their  eighth-grade  work 
in  cities  other  than  the  one  in  which  the  high-school  work  has  been  done.  Some 
pupils  have  come  in  from  the  rural  sections  where  records  often  are  poorly  kept. 
Some  pupils  when  partly  through  the  high  school  either  move  to  another  city  or  drop 
out  temporarily  and  consequently  records  are  not  continuous.  Many  high-school 
pupils  who  are  reported  by  principals  as  entering  college  leave  before  any  record 
worth  noting  is  made.  These  are  only  a  few  of  the  veritable  difficulties  met  with 
in  the  actual  collection  of  marks. 

'  High  schools  Nos.  5,  i,  and  6  have  furnished  the  majority  of  the  records  for  this 
triple-institution  comparison. 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS  lOI 

V  in  comparing  the  grammar  and  high  school  has  not  been  previously 
used  in  this  thesis.  Many  of  the  pupils  already  included  in  the  grammar- 
school  discussions  never  went  on  to  college. 

The  charts,  tables,  graphs,  and  diagrams  used  in  this  section  are 
similar  to  those  used  in  earlier  sections,  and  so  will  need  no  further 
explanation  at  this  juncture.  The  diagram  used  is  probably  the 
main  original  supplement  to  the  graphic  representation  by  the  use 
of  charts. 

Since  it  is  not  possible  to  compare  more  than  two  subjects  or  two 
institutions  at  any  one  time  by  the  use  of  the  charted  marks  of  pupils, 
it  was  necessary  first  to  compare  the  marks  of  the  grammar-school 
pupils  with  those  of  the  high-school  pupils,  and  then  to  compare  the 
marks  of  these  same  pupils  in  the  college  with  their  marks  received  in 
the  high  school. 

In  order  to  read  charts  no,  in,  112,  then,  first  it  is  necessary  to 
compare  chart  no  with  chart  in.  This  will  show  how  the  pupils  have 
maintained  their  relative  positions  in  the  groups,  or  how  they  have 
shifted  their  relative  positions  in  the  high  school.  The  starred  num- 
bers in  chart  in  indicate  that  originally  the  pupils  represented  by  these 
starred  numbers  were  located  within  the  high  group  of  the  grammar- 
school  work  in  eighth-grade  English.  The  numbers  accompanied  by 
the  minus  characters  indicate  that  these  pupils  originally  began  their 
grammar-school  work  with  a  position  in  the  low  group.  The  plain 
numbers  in  chart  in  represent  pupils  who  have  come  from  the  middle 
group  of  the  grammar  school. 

Ignoring,  then,  in  the  second  instance  the  stars  and  minuses  in  chart 
III,  it  may  be  read  again  in  a  similar  fashion  in  relation  to  chart  112, 
which  shows  the  positions  of  pupils  in  the  college  work  who  have  come 
from  the  high  school. 

The  tendencies  in  distribution  of  the  groups  which  have  appeared 
in  other  sections  relative  to  grammar  school  No.  5',  high  school  No.  5, 
and  college  No.  2  may  be  seen  in  these  later  comparisons  in  charts  iio- 
15.  In  no  or  113  the  marks  of  the  grammar-school  pupils  are  most 
numerous  between  86  and  95  per  cent,  while  the  marks  of  the  same 
high-school  pupils  are  most  numerous  between  75  and  90,  and  78  and  89, 
respectively,  in  charts  in  and  114,  while  the  marks  of  these  same  pupils 
are  bimodally  divided  in  college  No.  2,  as  is  indicated  in  either  chart  112, 
or  II 5 .  Is  this  amount  of  zigzag  shifting  within  precisely  the  same  group 
of  pupils  as  they  pass  from  one  institution  to  another  justifiable  ?  Or 
is  it  probable  that  if  the  institutions  should  agree  more  definitely  upon 


I02  STANDARDIZATION   OF    SCHOOLS   OF   KANSAS 

the  rating  of  students  among  themselves  and  between  each  other  the 
shifting  of  groups  of  this  kind  would  be  quite  materially  reduced  ? 

When  the  sixth  and  seventh  grades  of  school  No.  i  are  Included  in 
charts  ii6,  119,  123,  126  the  tendency  of  the  upward  skew  occurs  in  a 
similar  fashion  to  that  pointed  out  in  previous  sections  where  only  the 
eighth-grade  work  was  considered,  in  other  schools.' 

On  the  other  hand,  as  we  have  seen  previously  with  respect  to  gram- 
mar school  No.  6  in  charts  60  and  64,  so  here  again  we  may  observe  a 
tendency  toward  a  normal  distribution  curve,  as  is  c\-idenced  by  such 
charts  as  129,  132,  135,  141,  148. 

Charts  120  and  124  are  both  skewed  more  toward  the  top  than  is 
122.  This  likely  shows  that  there  is  some  irregularity  in  the  standards 
used  by  teachers.  Otherwise  chart  124  would  be  more  like  chart  122 
than  like  chart  120.  Another  explanation  may  be  offered,  namely,  that 
a  select  body  of  pupils  is  represented  in  124,  since  chart  125  showed  that 
as  a  group  they  have  held  their  place  quite  well  in  college. 

Graphs  116,  117,  118  indicate  as  well  as  graphs  119,  121,  and  122 
that  the  grouping  is  more  similar  between  the  high  school  and  college 
than  the  grouping  between  the  grammar  school  and  high  school,  and  a 
similar  conclusion  may  be  made  regarding  the  charts  123-28. 

However,  the  graphs  representing  the  sixth-,  seventh-,  and  eighth- 
grade  English  of  50  pupils,  and  an  average  of  their  four  years'  English 
in  high  school  together  with  an  average  of  their  three  years'  work  in 
English  in  college,  as  shown  respectively  in  charts  123,  124,  125,  are 
enough  alike  to  justify  the  assertion  that  the  standards  used  in  grammar 
school  No.  i',  high  school  No.  i,  and  college  No.  i  are  in  the  main  some- 
what similar.  In  a  modified  form  this  statement  \vi\\  hold  also  with 
respect  to  charts  126,  127,  12S. 

The  74  pupils  in  mathematics  represented  by  charts  132,  133,  134 
are  part  of  the  group  of  90  students  in  English  represented  by  charts 
129,  130,  131.  There  is  a  general  corresponding  similarity  in  the  charts 
for  the  respective  institutions.  But,  is  the  almost  equal  distribution  of 
marks  in  chart  134  justifiable  ? 

Charts  129-40  indicate  that  the  grouping  of  pupils  is  more  alike 
between  grammar  school  No.  6'  and  college  No.  3  than  between  high 

'  The  system  of  grading  in  grammar  school  No.  i  in  the  records  used  was  whole 
numbers  and  fractions,  as,  for  example,  i,  i|,  ij,  li,  2,  2j,  3,  etc.  i  is  used  to  repre- 
sent 95  per  cent;  i^,  90;  2,  85;  2^,  80;  and  3,  75  per  cent  for  purposes  of  charting. 
As  before  noted  this  is  not  an  absolutely  accurate  method,  for  i,  or  95  per  cent,  really 
stands  for  something  in  the  range  of  95  per  cent.  This  translation  was  made  into 
percentages  because  some  of  the  later  marks  had  been  recorded  only  in  integral  numbers. 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS 


103 


school  No.  6  and  the  college.'  The  grammar  school  has  a  more  normal 
distribution  of  marks  than  the  college,  particularly  in  the  subjects  of 
mathematics  and  history. 

Judging  from  charts  143  or  145  or  147  the  distribution  either  in 
chart  142  or  146  is  more  justifiable  than  that  of  144,  for  the  pupils  in 
145  do  not  maintain  their  position  so  well  as  in  142  or  146  when  they  go 
on  to  college.  Furthermore,  the  distribution  in  142  and  146  corre- 
sponds more  to  141  than  does  that  in  144. 

Chart  141  represents  35  pupils  in  eighth-grade  English  from  grammar 
school  No.  6'  who  go  on  to  college.^  Charts  141,  142,  143  indicate  a 
general  similarity  of  groupings  used  in  the  respective  institutions  just 


■- 

^  ^.s.;;o.5 

Col. Ho. 2 

Ch.ii:.ii2 

~7 

H.S.N0.5 
Ch. 113. 114 

t 

Col.Ko.2 
..Ch.ll4,115_ 

, Tr.Ene. 

1 

Fr.aad  So.Eng. 

Fr.Enp 

j3 

P 

3 

Ret! 

3 

Ter. 
Ret. 

1 

2 

3 

Ret,; 

"1 

lJ 

1 

50.00 

1 

5 

2 

50.00 

7 

5 

2 

50.00 

7 

5 

2 

50..  00 

5 

•.130.76 

4 

^ 

38..46 

_L 

-5. 

-3- 

■<, 

2 

■i 

7 

50. or 

2 

4 

8 

57.14 

3 

3 

8 

57.14 

-2- 

_3- 

-1. 

.6.4..2_a 

Tot.Eet, 

43. 9C 

Tot. Ret. 

46.34 

Tot. Ret.. 

4^^ 

Tot.Ret. 

51.21 

TABLE  X 

Showing  the  retention  in  grammar  school  No.  s'.  high  school  No.  5,  and  college  No.  2. 

as  141  144,  145  and  141,  146,  i47  and  148,  i49,  150  do  when  compared. 
But  in  the  majority  of  cases  there  is  a  closer  likeness  m  the  grouping 
between  grammar  school  No.  6'  and  high  school  No.  6  than  between 
high  school  No.  6  and  college  No.  i,  and  this  may  be  due  m  part  to  the 
fact  that  the  college  is  not  located  in  the  same  city  and  consequently  is 
not  so  likely  to  dominate  over  the  high  school  in  setting  standards. 

The  summaries  of  the  retentions  are  presented  in  the  tables  that 
follow  Table  X  indicates  the  results  of  the  comparisons  made  between 
the  marks  of  41  PupUs  who  attended  the  three  institutions,  namely, 
grammar  school  No.  5',  high  school  No.  5',  and  college  No.  5.  The 
retention  for  charts  iii  and  112  is  higher  than  that  for  charts  110  and 
III  and  the  retention  for  charts  114  and  115  is  higher  than  that  for 
charts  113  and  114  m  the  subject  of  English.  According  to  this  result 
the  relation  between  high  school  No.  5  and  college  No.  2  is  closer  than 
the  relation  between  grammar  school  No.  5'  and  high  school  No.  5. 
■This  college  is  located  in  the  same  city  with  the  grammar  school  and  high 

''  °^  These  pupils  arc  numbered  in  order  of  their  standing  determined  from  the 
exponents  accompanying  the  marks. 


I04 


STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 


The  retention  for  the  middle  third  and  for  the  upper  third  is,  however, 
the  same  for  each  institution.  The  retentions  here  correspond  rather 
closely  to  the  comparisons  made  between  high  school  No.  5  and  college 
No.  2  in  the  larger  group  of  the  earlier  section. 

The  general  result  of  the  comparison  made  between  grammar  school 
No.  i',  high  school  No.  i,  and  college  No.  i  may  be  seen  in  table  XI. 
The  retentions  both  between  the  grammar  school  and  high  school  and 
between  the  high  school  and  college  are  considerably  higher  than  was 


i 

H.    3.   Bo.    1 

i 

i 

col.  i;o.  1 

1 

iw  r.  i:o.  1 

2 

Col.  1:0.  1 

Ch.    116,    117 

liod.   Lang. 
Ch  .  117_,_118_ 

Frefn.   Eng. 
Ch*  119.    120 

rreett.   iig."" 
Ch.    120,    121 

1 

2 

3 

ier. 
Ret. 

1 

. 

3 

Ter. 
Ret. 

1 

2 

3 

Ter. 
Ret. 

1 

2 

3 

Ter. 
Retj 

1 

30 

6 

1 

81.08 

28 

. 

1 

75.67 

40 

9 

4 

75.4^ 

33 

20 

0 

62. 2e 

2 

7 

19 

11 

51,33 

e 

19 

10 

61,33 

13 

26 

14 

48,07 

16 

21 

;i6 

40,36 

5j 

0 

12 

26 

67^.66 
66.66 

1 

10 

26 

70,27 

0 

18 

36 

66.03 

. 

11 

38 

71,69 

Tot.   Ret. 

Tot. Ret. 

65.76 

Tot.Ret. 

63.29 

Tot.Ret. 

67.69 

i 

H.    S.   Eo.    1 

i 

Col.   1:0.    1 

^. 

H.    E.    i;o.    1 

Col.   No.    1 

X»er 

cn. 

.i^"2^"1 

^reeK.   Eng.  '  " 
Ch     122.    121 

Aver. 3   y 
Ch.    123. 

ra.Eng 
124 

Aver. 4  yre.Eng 
Ch,   124.,  126 

1 

2 

3 

Rer. 
Ret. 

1 

2 

3 

Ter. 
Ret. 

1 

2 

3 

Ter. 

Ket. 

! 

1 

2 

3 

Ter. 
Ret. 

1 

33 

15 

12 

£5^26 
48.07 

32 

19 

2 

60.37 

10 

6 

1 

66,82 

11 

6 

1 

64,70 

2 

15 

26 

14 

23 

IB 

44.23 

6 

6 

5 

37, 5C 

6 

7 

43.76 

3j 

5 

12 

36 

67. 9f 

.8 

9 

36 

67.92 

2 

4 

11 

64,70 

2 

11 

64.70 

Tot.   Ret. 

59,49 

Tot. Ret. 

56.96 

Tot.Ret. 

54.00 

Tot.Ret. 

66.00 

5 

'H 

H.    S.   No.    I 

si 

I 

Col.   Ho.   1 

Table  XI,    ehowlng  reten- 
tion     betTJeen  Granmai 
School  Ko.   1,   High 

Aver.   £  yre.kalt 
Ch.    126.    127 

treVTi'.-Lrtr. 
Chj   127^    128 

,1 

?■ 

3^ 

■"    R 

r" 

i^, 

^ 

T,-^, 

r 

l6 

2 

6 

88  .et 

11 

7 

0 

61.13 

2 

2 

13 

4 

68.10 

6 

8 

B 

42,10 

?j 

0 

1* 

mil 

78.16 

1 

4 

13 

72,22 

Tot.  Ret. 

Tot. Ret. 

58.16 

Col 

lege 

;:o. 

1 

found  to  be  the  case  in  grammar  school  No.  5',  high  school  No.  5,  and 
college  No.  2.  Part  of  this  may  be  due  to  the  necessity  of  charting  on 
the  three-estimate  basis  rather  than  on  a  wider  per-cent  basis,  but  it  is 
no  doubt  safe  to  assume  upon  the  basis  of  the  results  as  they  appear  in 
table  XI  that  the  correlation  betw^een  the  primary,  secondary,  and 
higher  institutions  is  the  closer  in  the  latter  comparison.' 

'The  hif>;h-school  marks  used  were  i,  2,  3.  In  this  comparison  i  equals  97.5; 
2  equals  90;  and  3  equals  80;  an  average  of  2,  i  equals  93!;  an  average  of  i,  3  equals 
88.7s;  an  average  of  2,  3  equals  85.  For  convenience,  93 1  is  charted  as  95,  and  88.75 
as  90.  In  the  college  marks  of  i,  2,  3,  number  i  is  used  to  indicate  95;  number  2, 
85;  number  3,  75;  an  average  of  i,  2,  90;  an  average  of  i,  3,  85;  an  average  of  2,  3, 
80. 


COMPARISON   OF   RELATIVE    STANDING    OF   PUPILS 


The  triple-arranged  columns  opposite  the  numbers  of  the  individuals 
show  whether  a  {)upil  has  shifted  or  maintained  his  or  her  position  in 
passing  from  one  institution  to  another.  For  example,  27,  17,  and  16 
did  not  shift  out  of  the  high  group;  4,  14,  19,  and  28  maintained  their 
positions  in  passing  to  the  high  school,  but  4  and  14  dropped  down  to 
the  second  group  in  the  college,  while  19  and  28  dropped  to  the  third 
group.  By  a  glance  at  the  table  as  a  whole  it  may  be  seen  that  there 
are  comparatively  few  third-group  pupils  who  have  risen  to  the  high 
tertile;  comparatively  few  first-group  pupils  fallen  to  the  low  tertile; 
in  the  middle  tertile  there  is  more  of  a  mixture  and  shifting  of  positions 
indicated. 


PapU 

low  lartlls 

Pupil 

Hid 

Tertile 

Pnpll    Hl«h  Tortile  | 

5 

3 

3 

3 

10 

2 

2 

2 

27 

1 

1 

i     . 

30 

3 

3 

3 

41 

2 

2 

2 

17 

8 
22 
3 

3 

3 

3 

3 

3 

12 
23 

13 

2 

2 

16 

1 

1 

2 

3 

1 

1 
1 

1 
1 

2 

3 

3 

2 

2 

40 

2 

34 

2 

1 

1 

19 

1 

1 

9 

24 

9 

9 

1 
3 

20 

25 

2 
2 

1 
1 

2 
2 

28 
31 

1 

3 

3 

2 

^ 

26 

3 

2 

3 

35 

2 

1 

2 

18 

1 

? 

1 

2 

2 

2 

42 

3 

3 

38 

1 

? 

1 

2 

1 

6 

2 

3 

3 

29 

1 

?. 

3 

11 

3 

2 

1 

21 

2 

3 

3 

36 

1 

3 

1 

1 

3 

1 

1 

7 

2 

3 

3 

S3 

1 

3 

39 

' 

' 

1 

15 

1 

3 

2 

Showing  the  relative  standing  of  each  individual  in  grammar  school  No.  5', 
high  school  No.  5,  and  college  No.  i. 

*  The  numbers  used  for  pupils  in  table  B  and  table  C  are  the  same  numbers  given  miscellaneously 
to  pupils  in  the  larger  previous  groups.  This  explains  the  fact  that  number  2  above  and  number  3  in 
table  C,  for  example,  are  recorded  in  the  second  group  of  the  grammai  school,  etc. 

This  triple-table  arrangement  has  been  here  suggested  because  it  is 
applicable  to  small  as  well  as  to  large  groups.  In  the  above  instance 
the  number  is  somewhat  small.  The  second  column  of  the  table  in  the 
high  tertile  indicates  that  seven  pupils  held  the  same  group  position 
in  the  high  school  which  they  held  in  the  grammar  school.  This  same 
fact  is  indicated  in  diagram  III  by  the  number  7  in  the  first  tertile  of 
the  high-school  grouj).  Four  pupils  in  diagram  III,  as  indicated  by  the 
second  column  of  the  middle  tertile  of  table  B,  held  the  same  relative 
position  in  the  high  school  which  they  held  in  the  grammar  school.  In 
this  manner  the  shifting  or  retention  of  each  individual  pupil  may  be 
traced  out  by  following  the  lines  in  the  diagram. 

From  this  table  it  is  easy  to  construct  the  diagram  which  traces  the 
groups  as  a  whole.  Both  the  triple  table  and  the  diagram  show  that 
many  pupils  tend  to  keep  within  the  same  groups,  respectively,  as  they 
pass  through  the  different  institutions.  Out  of  the  14  pupils  in  diagram 
III  who  appear  in  the  high  third  of  the  high  school  7  have  come  from 


I06  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

the  high  third  of  the  grammar  school,  5  from  the  middle  group,  and  2 
from  the  lower  group.  There  are  3  pupils  in  the  high  group  who  go 
straight  through  within  the  same  group,  3  in  the  middle  group,  and  4 
in  the  lower  group.  A  later  diagram  for  another  school  will  show  a 
higher  retention  than  this. 

In  further  detail  it  may  be  pointed  out  that  the  retention  between 
the  grammar-school  English  and  the  high-school  German  is  a  little 
higher  than  is  the  retention  between  the  grammar-school  English  and 
the  high-school  English.  The  higher  retention  between  grammar- 
school  English  and  Freshman  Latin  than  that  between  grammar-school 
and  high-school  English  has  been  pointed  out  earlier.  The  above  higher 
correlation  between  the  English  and  German  might  be  accounted  for 
by  the  fact  that  the  German  was  taken  in  the  Junior  year  while  the 
English  was  taken  in  the  Freshman  year,  at  a  time  then  the  pupils  were 
more  immature.  But  since  the  retention  for  charts  119,  122  is  lower 
where  there  is  an  average  of  three  years  of  high-school  English  consid- 
ered, it  is  likely  that  the  correlation  between  the  English  and  German 
is  better  than  the  English  and  English  in  the  two  institutions,  namely, 
the  elementary  school  and  high  school. 

The  fact  that  the  retention  is  higher  between  charts  126  and  127 
in  the  subject  of  mathematics  than  it  is  between  charts  123  and  124  in 
the  subject  of  English  may  be  due  to  the  fact  that  a  different  standard 
is  being  used  in  the  high-school  English  than  in  the  subject  of  mathe- 
matics. For  when  the  pupils  go  on  to  college  the  retention  as  shown 
between  charts  124  and  125  is  about  the  same  as  the  retention  between 
charts  127  and  128. 

With  the  exception  of  the  relation  between  charts  123  and  124, 
table  XI  shows  that  the  retention  is  higher  between  the  grammar  school 
and  high  school  than  it  is  between  the  high  school  and  college.  But  the 
relation  between  high  school  No.  i  and  college  No.  i  is  closer  according 
to  the  tertile  method  than  was  the  relation  between  high  school  No.  5 
and  college  No.  2.  This  higher  retention  in  school  No.  i  may  be  the 
result  of  the  influence  of  the  college.  And  since  most  of  the  pupils  who 
go  to  college  do  not  need  to  change  their  home  environment  in  this 
instance  there  is  likely  to  be  less  of  a  break  between  the  earlier  school 
work  and  their  college  work. 

Table  C  may  be  read  in  the  same  manner  as  table  B.  When  the 
second  column  of  any  of  the  three  tertile  groups  is  read  it  shows  the 
group  to  which  a  pupil  belongs  in  the  high  school.  For  example,  40 
pupils  were  retained  in  the  first  group  of  the  high  school,  as  the  second 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS 


107 


io8 


STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 


column  of  the  high  tertile  shows,  25  in  the  middle,  as  the  second  column 
of  the  middle  tertile  shows,  and  35  in  the  lower,  as  the  second  column  of 
the  low  tertile  shows.  By  reading  the  three  columns  simultaneously, 
under  any  one  tertile,  it  shows  how  many  pupils  were  retained  through- 
out the  three  institutions,  which  in  this  case  is  28  in  the  high,  10  in  the 
middle,  and  25  in  the  lower  groups,  respectively. 


Pupils 

low  Tertile 

PUpUB 

Hid. 

Tertile 

Pupil.    High  Tert4e  1 

107 

3 

81 

~2~~ 

2 

2 

1 

2 

ill       i 

156 

3 

3    j    3 

84. 

2 

2 

2 

2 

ill     ! 

41 

3 

3        3 

86 

2 

2 

2 

4 

127 

3 

3    1    3 

66 

2 

2 

2 

5 

1  1  1 

131 

3 

3    1    3 

87 

2 

2 

2 

6 

1  1  1 

'        139 

3 

3   1    3 

24 

2 

2 

7 

142 

3 

69 

2 

2 

2 

S 

1     1 

144 

3 

3   {    3 

75 

2 

2 

2 

9 

1     1     i 

145 

3 

94 

2 

2 

2 

10 

1     1     1 

1        147 
149 

3 
3 

3    '    3 

54 
62 

2 

2 

2 

11 
12 

ill 

2 

-2~ 

1 

1     1- 

151 

3 

3    t    3 

31 

2 

2 

13 

1 

1     1 

153 

3 

3        3 

55 

2 

2 

14 

X 

1     1 

114 

3 

3    '    3 

62 

2 

2 

15 

1  1  1 

117 

3 

3        3 

77 

2 

2 

16 

1 

1     1 

120 

,3 

3    1    3 

79 

2 

2 

17 

i  1  1 

129 

3 

3    '     3 

90 

2 

2 

19 

1     1 

133 

3 

3 

102 

2 

2 

22 

1     1 

134 

3 

3 

105 

2 

2 

26 

1 

1     I 

136 

3 

3 

119 

2 

2 

29 

1     1 

137 

3 

3 

97 

2 

2 

32 

1     1 

138 

3 

3        i 

106 

2 

40 

1     1 

95 

3 

3    !    3 

115 

2 

2 

44 

1     1 

96 

3 

3    ,    3 

116 

2 

2 

45 

1     1 

100 

154 

3 

3    '    3 

121 
28 

2 

2 

52 
56 

1     1 
1     1 

-^ 

3    ,    2 

2 

157 

3 

3        2 

30 

2 

69 

1       1 

148 
74 

3 
3 

3        2 
3        2 

36 

47 

2 
2 

63 
18 

1  1  1 

1 1 

1    1 

-s— 

88 

3 

3    1    2 

1              81 

2 

1 

20 

1 

2 

135 

3 

3 

2 

3 

2 

21 

1 

2 

143 

3 

3 

1 

35 

2 

23 

1 

S 

118 

3 

3 

1 

34 

2 

27          1 

1 

2        1 

140 

3    j    3 

1 

37 

2 

33 

1 

1 

2 

146 
126 

3        3 

1 
3 

43 
46 

2 
2 

38 
39 

1 
1 

1 
1 

2 
2 

3        2 

155 

3        2 

3 

48 

2 

49 

1 

1 

2 

158 

3    1    2 

3 

i               53 

2 

50 

1 

1 

2       1 

150 

3 

2 

3 

!               83 

2 

•   58 

1 

1 

2       1 

130 
98 

3 
3 

2 

2 

3 
3 

j               92 
93 

2 
2 

It 

J^ 

_i_ 

Z 
2 

1 

^T- 

108 

3 

3 

66 

2 

57 

1 

2 

2 

25 

3 

2 

2 

68 

2 

64 

1 

2 

2       ! 

69 

3 

2 

2 

99 

2 

65 

1 

2 

2 

91 

3 

2 

2 

104 

2 

72 

1 

2        2      11 

i03 

3 

2 

2 

109 

2 

5 

73 

1 

2    1    2 

128 

3 

2 

2 

111 

2 

67 

1 

2 

152 

3 

2 

1 

112 

2 

3 

70 

1 

2 

132 

3 

2 

1 

113 

2 

3 

76 

1 

2 

141 

3 

2 

1 

122 

2 

3 

61 

1        3 

101 

3 

2 

1 

123 

2 

3 

80 

1        3 

110 

3 

2  • 

1 

124 

2 

3 

71 

1       3 

125 

3 

2 

1 

_ 

78 

1        3 

Showing  relative  standing  of  each  individual  in  grammar  school  No. 
and  college  No.  i,  of  158  pupils. 


high  school  No. 


From  a  glance  at  table  C  it  may  be  seen  that  a  great  many  of  the 
pupils  tend  to  remain  within  the  group  in  which  they  started  out  in 
the  grammar  school. 

There  are  some  extremes,  such  as  numbers  71  and  78,  or  iiS  and 
140,  but  these  are  comparatively  few.  The  relative  decline  or  progress 
of  a  student's  work  throughout  the  three  institutions  may  readily  be 


COMPARISON   OF   RELATIVE   STANDING   OF   PUPILS  IO9 

seen  in  such  cases  as  67,  70,  and  76,  or  in  such  cases  as  152,  132,  and  141, 
respectively. 

The  proportionate  retention  is  higher  between  grammar  school  No. 
i',  high  school  No.  i,  and  college  No.  i,  as  shown  by  diagram  IV,  than 
is  the  retention  for  grammar  school  No.  5',  high  school  No.  5,  and  college 
No.  2,  as  shown  in  diagram  III. 

In  diagram  IV  there  are  no  pupils  who  pass  from  the  lower  third  in 
the  grammar  school  to  the  higher  third  of  the  high  school,  but  there 
are  four  pupils  who  pass  from  the  higher  group  of  the  grammar  school 
to  the  lower  group  of  the  high  school.  These  latter  four  pupils  never 
get  back  to  the  high  group  in  the  college;  two  of  them  remain  in  the 
lower  group,  and  two  of  them  get  up  to  the  second  group  in  the  college. 

On  the  other  hand,  in  diagram  III  three  pupils  fall  to  the  low  group 
as  they  pass  from  the  grammar  school  to  the  high  school.  But  two  of 
these  get  back  to  the  middle  group  and  one  of  them  up  to  the  high  group 
in  college. 

Diagram  IV  indicates  that  while  many  of  the  pupils  do  pass  straight 
through  the  three  institutions  within  the  same  group,  yet  some  of  those 
who  appear  in  the  respective  groups  in  the  college  have  arrived  there 
by  devious  pathways.  The  retention  for  the  higher  and  lower  tertiles 
is  clearly  higher  than  that  for  the  middle.  The  advantage  of  such  a 
diagram  as  this  is  that  it  shows  what  sort  of  pupils,  in  the  way  of  schol- 
arship, constitute  the  groups  at  the  several  stages  of  progress  in  the 
different  institutions. 

Table  XII  is  a  summary  of  the  comparisons  made  between  grammar 
school  No.  6',  high  school  No.  6,  and  college  No.  3.  These  schools  all 
use  the  letter  system  of  grading  but  it  was  not  possible  to  secure  any 
large  number  of  marks  from  the  college  records.' 

In  table  D,  column  2  in  the  high  tertile  shows  a  retention  of  15  pupils 
in  the  high  school;  column  2  in  the  middle  tertile,  a  retention  of  12, 
and  column  2  in  the  lower  tertile,  a  retention  of  20  pupils  in  the  high 
school. 

Columns  1,2,  and  3  in  the  high  tertile  show  a  retention  of  11  pupils 
throughout  the  three  institutions;    columns  i,  2,  and  3  in  the  middle 

'  The  college  uses  the  letters  a,  b,  c,  the  high  school  and  grammar  school  each 
e,  g,  and/.  These  were  reduced  to  percentages  in  the  same  manner  as  has  been  indi- 
cated with  the  previous  marks.  While  the  cases  are  not  numerous  here,  the  attempt 
has  been  made  to  get  as  accurate  a  collection  as  possible.  In  chart  1 29  the  pupils  are 
numbered  in  order  of  their  standing,  c  is  used  to  represent  95  per  cent;  g,  85;  c, 
75,  etc. 


no  STANDARDIZATION    OF    SCHOOLS    OF    KANSAS 

tertile,  a  retention  of  5,  and  columns  1,2,  and  3  in  the  lower  tertile,  a 
retention  of  16  pupils  throughout  the  three  institutions. 


1 

a) 

H.S.JIo.6 

Ch.129,130. 

•r 

C01.K0.3 

Ch. 130, 131 

H.S.1'0.5 

Ch.l3J.133 

x 

Ccl.:.c.3 

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_.  Tot .Ret. 

52.22 

rot_.Eet.  1.52.20 

rot. Ret. 

48.94 

i 

H.S.i'o.e 
Ch.135.136 

-1 

Col. 1:0.3 
Cii.  1.36. 137 

H.S.K0.6 
Ch. 138. 139 

Cci.:ro.3 

Ch.l39.14C 

i  Soph.M 

re  eh. 

ath. 

rr.Math. 

Soph.Hist. 

1 

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Ret. 

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Ter. 
61.90 

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53.15 

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12 

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52.63 

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1:5 

61    90 

5 

3 

— ^ 

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37^ 

rot.Eet.,43.10 

rot .Ret. 

^ 

Tot. Ret. 

60.31 

TABLE  XII 
Showing  retention  in  grammar  school  No.  6',  high  school  No.  6,  and  college  No.  2. 


Pupil. 

low  Tartlla        | 

PnpUa 

Vtd.lartll* 

Pupils    Blgb  lertlla  | 

63 

3 

3      1 

34 

2 

2 

2 

66 

3      1 

37 

2 

2 

72 

3      r 

S9 

2 

2 

74 

3 

44 

2 

2 

75 
76 

3 

3      i 

4B 

33 

2 

2 

\ 

3:3 

2 

78 

3    1    3 

36 

2 

2 

14 

60 

3        3 

41 

2 

2 

21 

62 

3    !    3 

43 

2 

2 

22 

63 

3       ? 

51 

2 

2 

23 

64 
65 
67 

3 

3        3 
3    i   3 
3        3 

32 
47 
31 

2 

2 

2 

2 

1 

24 
10 
13 

2 

1 

3 

3    1    3 

46 

2 

1 

15 

89 
90 
64 

3        3 

56 
48 
50 

2 

2 
2 

1 

2 

'I 
8 

1     1   1 

3        3^3            1 

2 
2 

3        3,2 

65 

3        3        2 

53 

2    1  1 

12 

67 

3        3       2            1 

59 

2    !  1 

16 

66 

3        3       1 

38 

2 

2 

19 

2 

71 

-3"    j   2    ■  3            1 

49 

2 

2 

26 

77 

3        2    1   3 

92 

2 

29 

2 

3        12 

60 

2 

30 

2 

66 

3    112 

35 

2 

9 

2 

3        12 

40 

2 

11 

42 

2 

17 

2 

70 

3    1    1        3 

55 

2 

16 

2 

73 

1        3 

57 

2 

79 

1     1   3 

54 

2 

61 

1    i  3 

!        \ 

58 

2 

28 

Showing  relative  standing  of  each  pupil  in  grammar  school  No.  6',  high  school  No.  6. 
and  college  No.  6,  of  90  pupils. 

Diagram  V  and  table  D  show  that  no  pupils  in  passing  from  the 
high  third  of  the  grammar  school  fall  to  the  lower  third  in  the  high  school 
and  then  pass  back  to  the  high  third  in  college;    but  number  62,  for 


COMPARISON    OF    RELATIVE    STANDING    OF    PUPILS 


'j»^<n 


112  STANDARDIZATIOX   OF    SCHOOLS    OF   KANSAS 

example,  passes  from  the  lower  group  of  the  grammar  school  to  the 
middle  group  in  the  high  school  and  to  the  high  group  in  the  college, 
and  numbers  70,  73,  79,  81  go  from  the  low  group  in  the  grammar 
school  to  the  high  group  in  high  school  and  back  to  the  low  group  in 
college.  As  previously  stated,  it  is  important  not  only  to  know  in  what 
respective  groups  pupils  appear  in  college,  but  it  is  equally  important 
to  know  over  what  path,  circuitous  or  straight,  they  have  come. 

Table  D  and  diagram  V  show  that  there  is  a  larger  proportionate 
retention  than  was  the  case  in  table  B  and  diagram  III,  but  that  there 
is  a  smaller  proportionate  retention  than  was  the  case  in  table  C  and 
diagram  IV.  Consequently  the  result  is  that  according  to  this  dia- 
grammatic scheme  the  retention  of  pupils  throughout  the  three  institu- 


TABLE  XIII 
Showing  retention  in  grammar  school  No.  6',  high  school  No.  6,  and  college  \o.  i. 

tions  is  highest  in  the  case  of  grammar  school  No.  i',  high  school  No.  i, 
land  college  No.  i. 

On  the  whole,  it  is  obvious  that  the  percentages  of  retention  are 
ower  than  in  table  XI.  With  the  exception  of  the  relation  between 
charts  129  and  130  the  retention  is  higher  between  the  high  school  and 
college  than  it  is  between  the  grammar  school  and  high  school,  as  indi- 
cated by  table  XII,  which  is  exactly  the  reverse  of  the  results  shown  in 
table  XI.  The  retention  for  both  the  grammar  school  and  high  school 
and  for  the  high  school  and  college  is  not  far  from  50  per  cent. 

The  number  of  pupils  involved  in  the  comparison  summarized  in 
tables  XII  and  XIII  are  too  few  to  make  anything  but  tentative  con- 
clusions.    But   on  the    whole,   the  percentages  of   retention  between 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  II 3 


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114  STANDARDIZATION   OF    SCHOOLS    OF   KLA.NSAS 

high  school  No.  6  and  college  No.  i  are  higher  than  the  retentions 
between  high  school  No.  6  and  college  No.  3.  This  is  some  indication 
that  the  standards  in  college  No.  3  and  college  No.  i  are  different. 

The  results  of  the  summary  tables  for  the  whole  sec.  V,  which  com- 
pares the  grammar  school,  high  school,  and  college  marks  of  the  same 
pupils,  are  as  follows:  The  retention  for  grammar  school  No.  5',  high 
school  No.  5,  and  college  No.  2  is  about  50  per  cent;  that  for  grammar 
school  No.  i',  high  school  No.  i,  and  college  No.  i  is  about  60  per  cent,' 
and  that  for  grammar  school  No.  6',  high  school  No.  6,  and  college 
No.  3  is  somewhat  above  50  per  cent,  according  to  the  tertile  method. 

When  comparisons  are  made  in  terms  of  the  average  of  the  percentages 
of  those  pupils  in  the  upper  and  lower  tertiles  who  remain  above  or  below 
the  median  there  is  a  retention  between  grammar  school  No.  5'  and  high 
school  No.  5  of  about  yo  per  cent;^  between  grammar  school  No.  i'  and 
high  school  No.  i  of  about  8j  per  cent;^  between  grammar  school  No.  6' 
and  high  school  No.  6  of  about  75  per  cent.'*  The  retention  between  high 
school  No.  5  and  college  No.  2  is  about  yo  per  cent;    between  high  school 

'  It  may  be  that  a  part  of  the  higher  retention  in  schools  Nos.  i',  i,  i,  is  accounted 
for  by  the  influence  of  college  No.  i,  as  before  stated. 

=  The  actual  retention  is  71.92  between  eighth-grade  and  high-school  Freshman 
English;  67.90  between  high-school  Freshman  English  and  Freshman  English,  college 
No.  2;  74.99  between  eighth-grade  English  and  Freshman-Sophomore  high-school 
English;   71 .47  between  Freshman- Sophomore  English  and  English,  college  No.  2. 

3  The  actual  retention  is  85 .  13  between  sixth-,  seventh-,  and  eighth-grade  English 
and  high-school  German;  83 .  78  between  high-school  German  and  Modern  Languages 
in  college  No.  i;  80. 18  between  sixth-,  seventh-,  and  eighth-grade  English  and  high- 
school  Freshman  "English;  83.95  between  high-school  Freshman  English  and  Fresh- 
man college  English;  83.91  between  sixth-,  seventh-,  and  eighth-grade  English  and 
average  of  3  years'  high-school  EngHsh;  83 .01  between  average  of  3  years'  high-school 
English  and  Freshman  college;  82.35  between  sixth-,  seventh-,  and  eighth-grade  English 
and  average  of  3  years'  high-school  English;  88 .  23  between  average  of  3  years'  high- 
school  English  and  average  of  4  years'  college  English;  91 .66  between  sixth-,  seventh-, 
and  eighth-grade  arithmetic  and  average  of  2  years'  high-school  mathematics;  88.88 
between  average  of  2  years'  high-school  mathematics  and  Freshman  college  mathe- 
matics. 

■•  The  actual  retention  is  79.99  between  eighth-grade  English  and  4  years'  aver- 
age of  high-school  English;  75  between  4  years'  average  of  high-school  English  and 
Freshman  college;  62  between  eighth-grade  mathematics  and  high-school  Freshman 
mathematics;  80  between  high-school  Freshman  mathematics  and  college  Freshman 
mathematics;  73.68  between  sixth-,  seventh-,  and  eighth-grade  arithmetic  and  high- 
school  Freshman-Sophomore  mathematics;  81.57  between  Freshman-Sophomore 
high-school  mathematics  and  Freshman  college  mathematics;   83 .  33  between  eighth- 


COMPARISON   OF   RELATIVE    STANDING   OF   PUPILS  II5 

N'o.  I  and  college  iVo.  /  about  8j  per  cent;  hetiveen  high  school  No.  6  and 
college  No.  j  about  j^  per  cent. 

The  general  result  of  the  comparisons  made  between  the  grammar 
schools,  high  schools,  and  colleges  in  sec.  V  is  that  there  are  many 
pupils,  as  shown  by  the  diagrams,  who  go  through  the  three  institutions 
without  shifting  their  positions  outside  of  the  groups  in  which  they  began 
their  grammar-school  work.  And  although  there  is  some  shifting  in 
the  high  and  low  groups,  there  are  relatively  few  pupils  who  make 
extreme  shifts  in  either  the  way  of  decline  or  progress  in  passing  through 
the  three  institutions.  Naturally  there  are  fewer  pupils  who  maintain 
their  positions  throughout  the  three  institutions  than  between  any  two, 
respectively. 

While  some  of  the  retentions  between  grammar  schools  and  high 
schools  and  between  high  schools  and  colleges  are  below  75  per  cent, 
and  one  school  is  considerably  above  75  per  cent,  yet  it  is  safe  to  assume 
that  for  the  schools  as  a  whole  there  is  a  retention  in  terms  of  the  modi- 
fied median  method  used  of  about  75  per  cent  between  the  three 
institutions  of  learning — namely,  the  primary,  secondary,  and  higher 
institutions. 

grade  history  and  high-school  Sophomore  history;  69.04  between  high-school  Sopho- 
more history  and  college  Freshman  history.  There  arc  some  irregularities  in  the 
retention  between  high  school  No.  6  and  college  No.  i,  but  the  cases  are  not  numerous 
enough  to  modify  the  above  results  materially. 


ii6 


STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 


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CHAPTER  IV 

General  Conclusions 

A  few  conclusions  incidental  to  the  main  issue  of  this  thesis,  and  yet 
not  irrelevant  to  it,  will  first  be  set  forth.  The  completer  standardi- 
zation of  schools  in  any  state  will  need  to  be  based  upon  a  series  of 
investigations.  Such  a  study  as  the  present  one,  the  writer  believes, 
has  value  in  establishing  a  more  scientific  attitude  in  the  analysis  of 
practical  school  problems. 

This  thesis  has  dealt  with  marks  or  grades  relative  to  the  standardi- 
zation of  schools.  There  can  be  no  doubt  but  that  scholarship  of 
pupils  is  one  important  factor  to  be  taken  into  account  in  attempting 
to  get  a  measure  of  the  efficiency  of  school  systems.  Nevertheless, 
in  order  to  get  a  balanced  estimate  of  the  working  standards  of  school 
organizations,  it  will  be  necessary  to  carry  out  other  studies  supple- 
mentary to  any  study  based  upon  marks.  It  would  be  very  profitable 
if  some  such  problems  as  the  nature  of  school  support,  the  value  of 
material  equipments,  the  measurements  of  teachers,  the  significance 
of  the  physical,  moral,  and  social  life  of  the  pupils,  could  be  worked 
over  in  detail  in  the  light  of  our  more  scientific  attitude  in  educational 
doctrine  and  practice. 

As  is  obxdous  from  the  previous  sections  of  this  discussion,  there  is 
considerable  difference  of  opinion  as  to  the  manner  of  rating  pupils 
within  any  one  state.  In  the  light  of  this,  one  cannot  avoid  the  conclu- 
sion that  there  is  a  great  need  of  clarification,  together  with  more  common 
agreement  as  to  what  is  the  best  system  of  marking;  furthermore,  as 
to  what  is  the  most  expedient  form  for  the  preservation  of  intelligible, 
accurate,  complete,  but  simple  records  of  the  marks  made  by  pupils. 

The  variation  in  the  distribution  of  marks  referred  to  frequently 
in  the  earlier  discussion  is  evidence  that  there  is  lack  of  agreement  in 
estimating  the  abilities  of  pupils.  The  most  general  tendency  through- 
out the  schools  as  a  whole  was  the  skew  toward  the  top  of  the  scale. 
Furthermore,  in  some  instances  it  was  found  that  the  grouping  of  pre- 
cisely the  same  pupils  was  quite  different  from  year  to  year  within  the 
same  subjects.  We  have  seen  reasons  for  emphasizing  the  fact  that 
there  is  need  for  the  agreement  of  teachers  among  themselves  upon  the 
rating  of  pupils  in  the  subjects  within  any  one  school. 

126 


GENERAL   CONCLUSIONS  1 27 

There  is  no  little  difference  of  opinion  as  to  the  range  of  marks  to 
be  used.  It  is  common  to  find  one  of  two  extremes — either  a  too-wide 
range,  which  frequently  grows  out  of  a  percentage  system,  or  a  too- 
narrow  range,  which  grows  out  of  a  letter  or  number  system.  When  the 
theoretical  scale  is  too  wide,  some  points  or  marks  are  very  likely  not  to 
be  taken  into  account  at  all,  or  sometimes  there  is  a  theoretical  differ- 
entiation too  fine  to  be  practicable.  When  the  range  or  scale  is  too 
narrow,  a  lumping  off  frequently  occurs  with  a  consequent  lack  of 
differentiation. 

Why  would  it  not  be  possible  to  adopt  a  theoretical  scale  which  will 
be  likely  to  be  followed  in  practice,  and  which  will,  at  the  same  time, 
overcome  in  some  measure  both  of  the  above-mentioned  extremes  ?  It 
will  make  comparatively  little  difference  whether  numbers,  letters, 
qualifying  words,  or  percentage  systems  are  used,  providing  whatever 
marks  we  do  decide  to  use  are  stated  in  translatable  and  comparable 
forms.  Probably  a  six-,  seven-,  or  eight-estimate  system  would  serve 
very  well  for  a  compromise.  And  would  it  not  be  very  profitable  to 
keep  a  record  of  the  degrees  of  failure  as  well  as  to  keep  a  record  of  the 
points  of  difference  between  those  who  pass  ?  We  have  failed  in  a  large 
measure  to  recognize  that  there  is  no  absolute  demarkation  or  abrupt 
dividing  point  between  the  eliminated  pupils  themselves  as  a  group  and 
also  between  the  eliminated  pupils  and  those  who  go  on.  It  is  valuable 
to  know  not  only  who  has  failed  and  who  has  passed,  but  also  to  know 
how  much  more  some  pu]iils  have  failed  to  pass  than  others. 

The  writer  is  convinced  through  his  experience  in  attempting  to 
collect  the  data  for  this  thesis  that  we  are  very  deficient  in  the  keeping 
of  significant  continuous  records  covering  at  least  the  period  of  years 
included  by  the  eighth  grade  of  the  grammar  school,  the  four  years  of 
the  high  school,  and  the  first  year  of  the  college.  Such  records,  of  course, 
are  indispensable  if  we  care  to  make  a  study  of  pupils'  progress  through- 
out the  three  institutions. 

If  typical  school  systems  o\'er  our  country  would  keep  a  careful 
record  of  the  marks  of  several  thousand  pupils  covering  this  period  of 
six  years  of  school  life,  such  data  in  the  form  of  certificates  kept  on  file 
in  the  college  vaults  would  furnish  material  for  a  check  experiment  to 
such  an  investigation  as  the  present  one,  and  consequently  would 
furnish  a  means  of  testing  the  validity  and  value  of  present  conclusions. 
The  permanent  records  can  be  conveniently  kept  in  the  loose-leaf  form 
within  bound  volumes  in  both  the  grammar  school  and  the  high  school. 
The  transfer  of  these  to  the  college-entrance  certificates  would  be  a 
simple  matter. 


125  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

From  the  few  comparisons  made  in  this  study  as  well  as  in  some 
other  studies  the  results  seem  to  indicate  that  the  capacities  of  children 
reflected  through  the  pursuance  of  one  school  subject  are  characteristic 
in  a  great  many  instances  of  the  capacities  for  work  in  other  subjects. 
In  agreement  with  this  Miles  says:  "These  coefficients  would  seem 
to  show  that  if  a  pupil  makes  a  good  mark  in  one  subject  he  will  be  quite 
apt  to  make  good  marks  in  all  subjects.  Similarly,  the  pupil  who  is 
poor  in  one  subject  will  tend  to  be  poor  in  all."' 

After  this  brief  statement  of  some  of  the  incidental  conclusions,  it 
is  in  place  to  bring  together  in  a  summary  way  the  general  results 
found  in  the  separate  sections  of  the  previous  discussions  with  reference 
to  the  relative  standing  of  pupils  from  year  to  year  and  from  institution 
to  institution,  together  with  the  consequent  amount  of  retention. 

Percentages  of  retention  have  been  determined  throughout  this 
thesis  by  means  of  the  tertile  method.  These  percentages  have  been 
stated  in  connection  with  the  charts  and  in  the  tables  used  in  the  differ- 
ent sections.  It  is  only  necessary  here  to  summarize  by  stating  about 
what  the  average  retention  for  all  the  schools  compared  is.  It  may 
be  noted  that  in  some  cases  a  few  schools  show  either  a  higher  or  lower 
retention  than  the  following  statement  of  the  average.  But  when  the 
schools  are  regarded  as  a  whole  the  average  retention  within  the  grammar 
school  is  somewhere  between  50  and  60  per  cent  for  the  upper  and  lower 
tertiles,  respectively,  and  between  35  and  45  per  cent  for  the  middle 
tertile;  within  the  high  school  it  is  between  55  and  60  per  cent  for  the 
upper  and  lower  thirds,  respectively,  and  between  40  and  50  per  cent  for 
the  middle  third;  from  the  grammar  school  to  high  school  it  is  between 
50  and  60  per  cent  for  the  high  and  low  groups,  respectively,  while  for 
the  middle  it  is  between  35  and  45  per  cent;  from  high  school  to  college 
it  is  between  55  and  65  per  cent  for  the  upper  and  lower  groups,  and  for 
the  middle  between  40  and  50  per  cent. 

If  an  average  of  only  the  upper  and  lower  tertile  retentions  had 
been  used  without  consideration  of  the  middle  third,  the  retention 
would,  of  course,  be  considerably  higher,  and  this  would  be  really  a  more 
representative  statement;  for  two-thirds  of  the  pupils  are  included  in 
these  upper  and  lower  tertiles,  and  since  much  of  the  interchange  in  the 
middle  third  is  of  little  importance,  for  reasons  previously  seen  in  the 
body  of  the  thesis,  the  results  as  shown  by  the  tertile  retention  which 
has  been  used  are  conservatively  stated  and  easily  warrant  the  conclu- 
sions which  follow. 

'  University  of  Iowa  Studies,  p.  10. 


GENERAL   CONCLUSIONS  1 29 

As  previously  noted,  a  modified  median  method  has  also  been 
employed  in  ascertaining  the  retentions  and  correlations,  and  the 
general  results  of  the  comparisons  are  as  follows:  within  the  grammar 
school  there  is  a  retention  of  at  least  y^  per  cent;  within  the  high  school, 
about  80  per  cent;  from  grammar  school  to  high  school,  between  yo  and  80 
per  cent,  and  from  high  school  to  college,  between  yj  and  80  per  cent. 

These  results  are  in  general  agreement  with  previous  studies  in  so 
far  as  the  former  studies  have  made  these  comparisons.  Miles  has 
pointed  out  that  the  Pearson  coefficient  of  correlation  between  the 
average  elementary-school  grade  and  the  average  high-school  grade  is 
+ .  71,  and  that  the  correlation  between  specific  subjects  is  a  little  higher 
than  this.'  Dearborn's  results  for  the  high  school-university  comparisons 
were  as  follows: 

Considering  what  percentage  of  those  who  were  in  the  highest  and  lowest 
quarter  of  the  group  in  high  school  remain  in  the  upper  and  lower  halves 
respectively  of  the  class  in  the  university,  a  little  over  80  per  cent  of  those  who 
were  in  the  lowest  or  highest  quarter  of  the  group  in  the  high  school  are  found 
in  their  respective  halves  of  the  group  throughout  the  university.  With 
the  results  of  these  two  methods  in  mind,  we  are  safe  in  concluding  that  three- 
fourths  of  the  students  who  enter  the  university  from  the  high  schools  will 
maintain  throughout  the  university  approximately  the  same  rank  which  they 
held  in  high  school.-^ 

Expressed  in  terms  of  the  two  methods  used,  namely,  the  tertile  method,  and 
the  average  of  the  percentages  of  those  pupils  in  the  upper  and  lower  groups 
who  remain  above  or  below  the  median,  the  results  justify  the  conclusion 
that  the  majority  of  the  pupils  who  are  classified  within  a  certain  original 
group  on  the  basis  of  tnarks  retain  this  same  grouping,  whether  we  consider 
their  progress  within  the  grammar  school  or  within  the  high  school,  respec- 
tively, or  whether  we  consider  their  progress  from  grammar  school  to  high 
school  or  from  high  school  to  college.  Perhaps  the  most  striking  illus- 
tration of  this  conclusion  is  to  be  found  in  the  groups  of  pupils  that 
have  been  followed  from  the  grammar  school  through  the  high  school 
and  into  college,  represented  by  such  charts  as  116,  117,  118,  including 
III  pupils;  by  such  charts  as  119,  120,  121,  including  158  pupils,  and 
by  such  charts  as  123,  124,  125,  including  50  pupils. 

In  the  introductory  chapter  it  was  stated  that  the  object  first  would 
be  to  see  what  the  actual  existing  relation  between  institutions  is  and 

'  Studies  in  Education  at  the  University  of  Iowa,  Vol.  I,  No.  i,  pp.  8,  10. 
» Bulletin  312,  High  School  Series  No.  6,  University  of  Wisconsin,  p.  41. 


130  STANDARDIZATION   OF   SCHOOLS   OF   KANSAS 

then,  on  the  basis  of  such  results,  make  a  statement  as  to  what  we  have 
a  right  to  expect  in  the  way  of  retention  between  institutions. 

While  the  majority  of  the  comparisons  have  been  made  between 
single  subjects,  yet  it  has  been  seen  that  pupils  do  about  equally  well 
or  medium  or  poor  work  in  all  subjects  respectively.  Consequently 
the  results  obtained  from  the  comparisons  between  single  subjects  do 
furnish  a  safe  basis  for  measuring  the  efficiency  of  institutions. 

As  already  indicated,  the  comparisons  made  within  the  grammar 
school  and  high  school  were  made  as  a  sort  of  check  experiments. 

In  the  light  of  the  author's  results  found  within  the  grammar  school 
and  high  school,  respectively,  and  in  the  light  of  the  results  of  the  other 
studies  made  of  the  relation  between  grammar  school  and  high  school 
and  between  high  school  and  college,  together  with  the  author's  results 
with  reference  to  the  grammar  school,  high  school,  and  college,  it  may 
safely  be  assumed  that  we  have  a  right  to  expect  a  retention  between 
the  grammar  school  and  high  school  and  between  the  high  school  and 
college  of  at  least  75  per  cent,  or  of  three-fourths  of  the  pupils. 

It  is  conceivable  that  this  percentage  of  retention  may  be  justifiable 
in  some  schools  and  not  so  in  others.  For  it  is  admitted  that  it  will 
sometimes  be  necessary  to  take  account  of  the  exceptional  and  varying 
social  factors  that  come  in  and  affect  the  efficiency  of  institutions. 
There  may  be  instances  where  the  correlation  between  high  school 
and  college  is  markedly  higher  than  75  per  cent.  When  this  is  true  it 
may  be  appropriate  to  inquire  as  to  how  far  this  is  the  result  of  the 
dominating  influence  of  the  college.  Any  standard  of  measurement 
which  we  attempt  to  set  up  ought  to  assume  that  institutions  will  be 
willing  and  free  to  modify  practices  whenever  such  modification  is 
conducive  to  the  best  progress  of  the  pupils  concerned. 

If  such  a  standard  as  this  can  be  accepted  as  one  means  of  measuring 
the  efficiency  of  institutions — until  we  find  a  different  standard  superior 
to  the  one  here  suggested  there  will  be  some  advantage  in  having  a 
tentative  standard  of  measurement — then  those  institutions  which 
show  a  retention  of  at  least  three-fourths  of  their  pupils  may  be  pro- 
nounced as  working  efficiently,  so  far  as  scholarship  is  concerned.  When 
the  relation  or  retention  between  primary,  secondary,  and  higher  insti- 
tutions is  markedly  lower  than  75  per  cent,  it  may  be  rightly  questioned 
whether  such  institutions  are  working  in  an  efficient  manner. 


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